



■/ 



Book 



Copyright ]^^_^0^ 



CDPXRIGHT DEPOSIT. 



MANUAL OF PHYSICAL TEAIXING AND 
PREPARATORY MILITARY INSTRUCTION 



> 



•The 
-n9 




THE MACMILLAN COMPANY 

NEW YORK • BOSTON • CHICAGO • DALLAS 
ATLANTA • SAN FRANCISCO 

MACMILLAN & CO., Limited 

LONDON • BOMBAY • CALCUTTA 
MELBOURNE 

THE MACMILLAN CO. OF CANADA, Ltd. 

TORONTO 



A Manual of Physical Training 

AND 

Preparatory Military Instruction 

For Schools of the United States 

A MODIFIED SWISS SYSTEM INTENDED TO 

PROVIDE FOR THE STRONG COMMON 

NATIONAL DEFENSE OF AMERICA 

BY 

FREDERICK A. KUENZLI 

Assistant Appraiser Port of New York 

Graduate of Teacher's College of Wettingen, Switzerland, and of the 

ificole Polytechnique F^derale at Zurich, Switzerland 

Formerly an Officer of the Swiss Army 

AND 

HENRY PANZER ^ 

Maitre de Gymnastique ; Graduate of Berne, Switzerland ; Grossherzog 

liche Turnlehrer-Bildungsanstalt, Karlsruhe, Germany ; Baron Posse's 

Normal School of Gymnastics, Boston, Mass. : Member of 

Massachusetts Medical G^innastic Association, 1904 

Teacher of Swedish Gymnastics and Lecturer on 

Kinesiology at Chautauqua, N. Y., 1916 



WITH ONE HUNDRED AND TWELVE ILLUSTRATIONS 



THE MACMILLAN COMPANY 
1916 

All rights reserved 
C oVoV ^ 



Gr^l 






Copyright, 1916, 
By the MACMILLAN COMPANY.^ 



Set up and electrotyped. Published October, 1916. 




OCT -5 igie 

GI.A437;)85- 



^ 



J. S. Gushing Co. — Berwick & Smith Co. 
Norwood, Mass., U.S.A. 



/^t-o 



1-^ 



" The United States and Switzerland have common principles of 
life, common ideals and common aspirations." 

— President Woodrow Wilson. 



2rf)i53 IHantial is ©rticateti to 

President Woodrow Wilson 

George Albach, Sr. 

United States Senator George E. Chamberlain 

Major General Leonard Wood 

John K. Sague, United States Appraiser 
Port of New York 

BY THE AUTHOR 

FREDERICK A. KUENZLI 



FOREWORD 

THE NEW MANUAL OF PHYSICAL TRAIN- 
ING. TENDENCY, CONDITIONS, AND 
PLAN 

To understand this Manual of Physical Train- 
ing for Schools, it is necessary first of all to 
come to a clear understanding of the purposes of 
physical training. Generally speaking, they are: 

1. Health 

2. Perfect bodily form 

3. Dexterity 

4. Forming of character ^ 

These objects — to form healthy, well-built, 
skilled, and strong-willed men — have always 
existed. In schools where these aims have been 
held, the beneficial effects on the physical develop- 
ment of the pupils, through the introduction of 
gymnastics into the curriculum, have been marked. 

When gymnastics were introduced into the 
schools, instructions had to be extended to a mul- 
titude, i.e. J to a class or to combined classes. 
Pupils possessing varying degrees of physical abil- 
ity had to be brought into common activity; and 

vii 



viii FOREWORD 

exact and simultaneous performance and execu- 
tion had to be attained throughout. This re- 
quired first of all an abundance of material from 
which to select exercises. 

Adolf SpiesSj the founder of school gymnastics, 
pointed out the necessity for systematic develop- 
ment of the body. He was judicious in selecting 
from the domain of exercises all movements of the 
body and its parts. He increased the material 
available by using the simple exercises for combina- 
tions and transpositions. 

A great number of exercises w^ere to be performed 
first in standing position, from which resulted the 
complicated group of free standing exercises ; sec- 
ond, the exercises of marching j from which we finally 
received the endless chain of exercises in marching 
and orders ; and third, the apparatus exercises. 
Every position would form the basis for numerous 
exercises and games. The basic elements some- 
times lead astray, often the wide-spread branches 
of the tree being mistaken for the trunk itself. 
Many teachers considered themselves competent 
to invent and arrange new forms as suited their 
individual fancy, and the vital consideration of 
the effects of the exercises on the human body was 
lost sight of. 

The instruction in classes with its almost ex- 
clusive form of mass exercising, conceals in itseK 



FOREWORD ix 

a danger, ix., the general impression may become 
predominant at the cost of individual development, 
and spectacular form may be viewed more than the 
physiological effect. 

The exterior form manifested itself in the marked 
movement of the limbs, which in relation to the 
few trunk movements were not generative, and 
gymnastics for the limbs was the outcome of such 
a system. Combined with all this was the disad- 
vantage that important groups, natural forms of 
locomotion, especially the exercises of running in 
their simple forms, as well as in their application 
in the game, were neglected. 

Thus the inner organs and their carrier, the 
trunk, were too little considered ; the gymnastic 
system consisted principally of strength and skill 
exercises, which required va^t assistance from the 
mental system. 

Too often the demands of aesthetics and ability 
were violated, and even to-day the over-estimation 
of exterior appearance and skill of voluntarily 
combined movements are leading gymnastics along 
the road of acrobatics. As a consequence, gym- 
nastics lose their relation to nature. 

Intelligent pupils of Spiess were readily con- 
vinced of the danger of elements so numerous, 
and began to sift them. Two questions arose : 

1. A\Tiich are the most beneficial exercises? 



X FOREWORD 

2. To what ages are they suitable? 

As experience had to be the guide, the men 
doing the sifting had to observe, discern, and 
experiment. The first work of this kind was per- 
formed in Basel, Switzerland, where the most 
prominent authorities of gymnastics, Alfred Maul, 
Frederick Iselin, and Wilhelm Jenny, toward the 
close of 1870, brought forth the first schedule for 
distributing the chosen material to the respective 
school years. This meritorious work influenced 
most favorably the instruction of gymnastics. 
It was carried out on the principle of Spiess' 
system. AVhile it was not able to eliminate the 
deficiencies, it reduced them. Physiology took 
an effective part in the field of bodily exercises. 

The advanced physiological knowledge furnished 
the means for sifting. It also demanded an in- 
crease of exercises of rapidity in preference to 
the prevailing exercises of force and skill. This 
claim was urged in a most f orceable and convinc- 
ing manner by Dr. F. A. Schmidt. In 1893 he 
published in Bonn, Germany : Die Leihesubungen, 
ein Grundriss der Physiologic des Turnens (The 
Bodily Exercises : Syllabus of Physiology relat- 
ing to Gymnastics). In this book he carefully 
compared the effects of exercise, their muscular 
and nervous activity to the pulmonary and heart 
action^ blood circulation, metabolism, and nutri- 



FOREWORD xi 

tion^ and demonstrated the hygienic value of the 
exercises of rapidity and endurance. 

The Swedish system of gymnastics, which be- 
came gradually better known in our country, 
served us a model for trunk exercises. Instead of 
the prevailing general limb gymnastics appears 
the more profitable training of the trunk. The 
free standing exercises serve not only dexterity, 
but tend to give the body good health and correct 
posture. With the increased consideration for 
the functions of the internal organs, a careful 
consideration of the respiratory activity was 
logical. 

Methodical gymnastics and games brought the 
bodily exercises from the room into the open air. 
The relations of man to nature manifested them- 
selves physically in a series of motions, such as 
marching, running, jumping, lifting, pushing, 
throwing, pulling, drawing, climbing, swimming, 
etc. These forms and their complete mastering 
are the ultimate aim of physical training. The 
culture of those exercises is a direct, natural, and 
efficient way to stimulate the desired control of 
body. 

In opposition to them are the abstract appara- 
tus movements, the school forms, w^hich constitute 
the means to the end. Moreover, there was an- 
other circumstance which urged the limitation, 



xii FOREWORD 

and thus the careful selection of the school forms. 
The popular or athletic exercises require only mod- 
est apparatus or none at all, and they can be prac- 
ticed almost anywhere and always. 

The value of exercises of rapidity and endurance, 
and their relation to the development of the trunk 
and internal organs^ is demonstrated in all forms 
of living in the open air. It became obvious that 
an increased appreciation of health and physical 
appearance had achieved more importance than 
mere dexterity. One did no more ask ^^ What 
did the pupil learn to perform ? '' but rather 
^^ What became of him ? '' ^^ How did we volun- 
tarily influence his development ? '' 

The interest in physical training has consider- 
ably grown within the last ten years. The general 
progress of technique and communications, the 
transition to routine handicraft, to factory and 
contract work, the agglomeration of people in the 
great centers of civilization and industry, brought 
important modifications in the conditions of life 
and laid a greater claim upon the mental system. 
The general hustling compelled the population at 
large to take a rational advantage of the possibil- 
ity for a recreative living in compensation to the 
jeopardized health. Physical exercises began to 
attract more consideration, and this general tend- 
ency toward bodily exercises placed the question 



FOREWORD xiii 

of their execution into the foreground and led to 
Hvely discussions and striking modifications. These 
circumstances brought also more rapidly the de- 
mand for a new system of education. 

The necessity of extending gymnastic training 
throughout the whole school time had been em- 
phasized; from a pedagogical point of vieW; long 
ago. Philosophers and statisticians inform us of 
the unfavorable influence the school exerts upon 
the general health of the child ; how his body, 
especially in the first school years, is exposed to 
dangers through the habits common to school life, 
that is, the oppression of respiratory activity and 
blood circulation, and the deformation of the 
spinal column. Realizing this fact, the educa- 
tional authorities of some of the states ordered the 
extension of gymnastic training and declared it 
compulsory. 

The text of this Manual is enriched with illus- 
trations. These have been inserted so as to com- 
bine word and picture for the purpose of more 
impressive demonstration. They are limited to 
Course II and III, and lastingly support the fact 
that the greatest importance lies in correct and 
positive position and movement. 

After the table of contents follows a guidance for 
the teachers : Discussion on the necessity of exer- 
cising ; suggestions on the selection and practice of 



xiv FOREWORD 

gymnastics ; effects of the exercises; plan of lessons; 
examples of lessons, and thus represents a con- 
cisely worded methodical instruction in which 
the gymnastic teacher will always find profitable 
references. 

The exercises of marching, running, and order 
in Course II and III are taken from the Infantry 
Drill Regulations of the United States Army, and 
cover the whole schedule of the school of soldier, 
squad, and company without arms. 

These exercises combined with a rational physical 
training according to our plan form the foundation 
of a common national defense. We believe that the 
boys educated along the lines of our system acquire 
physical fitness, obedience, discipline, self-control, 
uniform schooling, and will ultimately not need a 
long training to become good defenders of the Stars 
and Stripes. 

The free standing exercises in these courses aim 
at ability, agility, smartness, and perfect bodily 
form. 

The wand exercises contain only simple and 
effective forms. The description of these exer- 
cises has been adapted to the one of free stand- 
ing exercises. 

The exercises on apparatus are classified ac- 
cording to ages. The elements in general are lim- 
ited ; the selection has been from the elements 



FOREWORD XV 

of gymnastics on apparatus in consideration of 
their physiological value. Exercises with definite 
acrobatic character were eliminated. Climbing 
apparatuSj horizontal bar, Swiss and Swedish 
boom, parallel bars, stall bars, and long bench are 
the apparatus used in our training, A special 
group of exercises of posture on apparatus will also 
be found. 

The popular or athletic exercises form a new 
group and have been arranged in courses^ and not 
according to the age of the pupils. Our athletics 
also offer examples for competitive work^ for ar- 
rangement of lessons of gymnastics in the country, 
and a chapter on hikes and tw^o country games. 

Spiess w^anted to have the bodily exercises prac- 
ticed in the sense of an essential education of the 
youthful body to a strong, not easily discouraged, 
always ready tool of the spirit that inhabits it. 

Our ultimate aim is to give the boy a healthy, 
hardened body, a bright and courageous mind, quali- 
ties that enable him to become a good citizen and a 
well-fitted defender of the State. 

The objects of gymnastics in particular are 

1. In the physical field : 

(a) General promotion of health and endurance, 

(b) Habits of fine deportment and movement, 

(c) Production of dexterity, ability, constancy, 
and rapidity, 



xvi FOREWORD 

(d) Development and exercise of strength. 
2. In the intellectual field : 
(a) Awakening of courage and self-reliance, 
(6) Development of presence of mind and reso- 
luteness, 

(c) Strengthening of power of decision and will, 

(d) Custom of rapid conception and execution 
of an order. 

The plan of a lesson on page 36 shows in what 
order the different exercises may take place. In 
opposition to the lesson of the Swedish system, 
ours is not of a rigid, unchangeable schedule. The 
former does not allow any concession as to the order 
of the exercises ; and thus in the whole country 
one lesson resembles the other ; imposing the effort 
upon the pupil in an exactly prescribed way. In 
our system the strenuous exercises are placed from 
the middle up to the second third of the lesson^ so that 
a gradual increase to the highest effort occurs j from 
which a gradual relaxation takes place. 

With this arrangement of a lesson it is possible 
to do justice to the demand of a correctly composed 
lesson, whatever the conditions or means. 

Determining factors of the plan of a lesson are : 
time and locality, ix,, the season, inasmuch as the 
exercises can be taken out of doors, the execution 
of the lesson out of doors or in a gymnasium, in 
a town or in a village, on a plain or in a mountain- 



FOREWORD - xvii 

ous region ; likewise the number of pupils to be 
instructed simultaneously. 

In 1903 the Federal Council of Switzerland, 
through the appointment of a commission consist- 
ing of twelve Mattres de Gymnastique, M.G. (mas- 
ters of gymnastics) and one representative of the 
Military Department; ordered an investigation of 
the Swiss system of gymnastics which had been 
compulsory in all the schools since 1874. The 
Department of Education had, up till that time, 
published two manuals, one in 1876 and the other 
in 1898. 

The work of the commission extended itself to 
studying the two principal systems of gymnastics, 
the German and the Swedish. After nine years 
of investigation the government published the lat- 
est manual in the German language in 1912, in 
French in 1914, and in Italian in 1915. 

The chief aim of the Swiss system of physical 
training is to train classes, teams, — large groups 
of boys, — so as to implant a cooperative spirit, 
a spirit of ^^ one for all, and all for one.'' Every 
boy in a team is made to feel that if he fails in the 
performance, the work of the whole falls behind. 
The Swiss knows that only the strictest discipline 
and precise cooperation of every member of a 
gymnastic section leads to success. 

He regards his country, the republic, as a big 



xviii FOREWORD 

team; the welfare of whicb depends on the spirit 
of organization and cooperation that hves in the 
individual citizen. A state can only succeed if 
every member is fit to do his part for the good of the 
whole, and if every citizen realizes that his own 
ultimate success depends on that of his neighbor. 
The Swiss system of physical training inculcates 
democracy, and teaches the benefit of system, 
organization, and a definite purpose to the social, 
political, and business units of citizenship. 

It would be absurd to say that the Swiss system 
fosters a spirit of militarism. Where is there a 
purer type of republican ideals and a more fixed 
and devoted adherence to those ideals than in 
Switzerland ? Has not Switzerland maintained 
for six hundred and twenty-five years an orderly 
form of self-government and, above all, has not a 
peaceable mind prevented the furies of war which 
are raging around her whole frontier from em- 
broiling the strong and prepared nation of the 
Alps? 

Our Manual is a modification of the Swiss sys- 
tem to meet American conditions, for we are con- 
vinced that to a great part the same cosmopolitan 
conditions exist in America as in Switzerland ; 
and, therefore, that our system is most suitable to 
this country. , 

It comprises also the best elements of Ger- 



FOREWORD xix 

man and Swedish gymnastics; and, in addition, 
has the necessary exercises of athletics, games, 
and mihtary preparatory exercises. It is the 
well-weighed result of hard work. 

New York City, 
July 4, 1916. 



TABLE OF CONTENTS 

PAGE 

I. Physical Training from the Time of Entering 
School until the Age of Nine. Course I. 

A. Suggestions as to the selection and practice of 

gymnastic exercises ..... 3 

B. Examples of lessons 8 

II. Gymnastics for Pupils from the Tenth to the 
Fifteenth Year. Courses II and III. 

A. Selection of exercises as to their value . . 12 

B. Elements of gymnastics ...... 14 

C Selection and arrangement of the exercises for a 

lesson 34 

D. Examples of lessons 41 

Course I. Physical Training ^.rom the Time of 
Entering School up to and Including the 
Age of Nine. 

A. Marching and running . . . . . .53 

B. Free standing exercises 60 

C. Exercises on and with hand apparatus ... 65 

D. Games and mimetic exercises .... 71 

Course II. For Pupils from the Tenth to the 
Twelfth Year. 

A. Marching and running 77 

B, Free standing exercises 88 

C Exercises on apparatus : 

Climbing poles 112 

Horizontal bar 115 



XXll 



TABLE OF CONTENTS 



D. 



PAGE 

Swiss boom 123 

Exercises of posture on apparatus . . . 125 

Parallel bars 127 

Stall bars 132 

Long bench 137 

Athletics : 

Jumping 141 

Running . . . . . . . . 146 



Throwing 

Pulling and pushing 

Lifting 

Climbing 

Dry swimming 



151 

154 

. . . . 156 

157 

158 

E, Games 162 

Course III. For Pupils from the Thirteenth to 
THE Fifteenth Year. 

A. Marching and running 169 

B. Free standing exercises 181 

C. Wand exercises 197 

Z). Exercises on apparatus : 

Climbing poles ...... 212 

Horizontal bar 215 

Swiss boom 220 

Exercises of posture 224 

Parallel bars 226 

Stall bars 231 

Long bench 237 

E, Athletics : 

Jumping 242 

Running 246 

Throwing 248 

Pulling and pushing 249 

Lifting and throwing the weight . . . 251 
Climbing : see Course IT. 

Examples for contests 252 

Examples of lessons in the field . . . 253 



TABLE OF CONTENTS xxiii 

PAGE 

Hikes .... o ... 255 

Games in the field 256 

Classification of exercises .... 261 

Swimming 273 



EXAMPLES OF LESSONS 
Course I: 

1. Thirty-minute lesson 8 

2. Thirty-minute lesson 9 

3. Sixty-minute lesson 10 

Course II : 

a. Example of lesson for pupils at their tenth year, 

at the beginning of the school year and under 
normal conditions ...... 41 

b. Example of lesson for combined class (age eleven 

to twelve years) according to a simplified plan 

for the rural district ..... 43 

c. Lesson without apparatus, with free-standing exer- 

cises in two groups, and athletic exercises ; 
a lesson suitable for^use in the open air 
(eleven to twelve years) 44 

Course III: 

d. Example of a lesson for boys (age fourteen) ac- 

cording to a normal plan in which the trunk 
movements are executed on the stall bars 
and long bench 46 

e. Example of a lesson without apparatus, with re- 

duced free-standing exercises (fourteen to 
fifteen years) suitable for the open air . . 49 



INTRODUCTION 



I. PHYSICAL TRAINING FROM THE TIME 
OF ENTERING SCHOOL UNTIL THE 
AGE OF NINE 

COURSE I 

A. SUGGESTIONS AS TO THE SELECTION 
AND PRACTICE OF GYMNASTIC 
EXERCISES 

Practical physical training can only be under- 
stood by considering the physiological conditions 
of youth. The chief necessity for exercise by boys 
and girls from the age of seven to nine is to stimu- 
late the development of lungs and heart. The 
lungs are strengthened and developed by deep 
breathing, the heart by repeated and more inten- 
sive activity of blood circulation. Both results 
will be obtained by rapid exercises ; this is why 
running exercises constitute one of the main fea- 
tures of gymnastic work. They are presented to 
the child in the most attractive form. At first, 
the greatest incitement to motion comes from the 
idea of playing ; afterwards, play itself best affords 
every child the amount of movement he requires. 
Besides the games, running exercises are performed 

3 



4 PHYSICAL TRAINING 

which are enjoyable to the child ; for example, 
movements from place to place which, instead of 
being well-defined maneuvers, are characterized 
by the greatest freedom of execution, and are in 
the nature of games to question the child's 
interest. 

The running exercises are preceded by marching 
exercises which should not be unduly prolonged. 
The effects of running exercises are manifested 
by temporary fatigue of the organs of circula- 
tion, and should not, therefore, be practiced a 
long time, but rather alternated with relaxing 
exercises. Free standing exercises characterized 
by dexterity serve this purpose. They consist 
of exercises in imitation of the motions of 
workmen. The teacher will himself w^ord the 
commands for these and other exercises here 
suitable, in accordance with the mental ability 
of the pupils. He will, thus, in time get nearer 
to the method of free standing exercises provided 
for Course II. 

Systematic deep breathing will be performed in 
the most natural way when the children have a 
greater need of breathing, that is to say, after 
running. The teacher will then urge them to close 
their mouths, and after slow counting 1-2, let 
them inhale and exhale. In order to keep the de- 
sired time or measure, and arrange the exercises 



EXERCISES FOR COURSE I 5 

more efficiently, it is advisable to combine arm 
raising sideward (sideward-upward ; forward-up- 
ward) with inhaling; and to let exhaling be followed 
by arm lowering. In general, inhaling should 
take place during those movements tending to 
expand the chest. 

Besides the mentioned exercises there are jump- 
ing, long rope skipping, and ball exercises, as w^ell 
as some lighter apparatus work to be considered. 
Jumping gives enjoyment to children and should, 
for this reason and for its practical value, be much 
practiced in an absolutely free manner. 

The same applies to the exercises with long 
skipping rope. As skipping increases the breathing 
and circulation activities, so running under the 
rope swung headwards, develops intrepidity and a 
fixed purpose. 

The throwing and catching of the small handball 
not only develops skill, but trains the eye to ad- 
just itself to other distances than those to w^hich 
the young child becomes accustomed in learning 
to read and write. 

When gymnastic apparatus are available, the 
little pupils will be anxious to test their 
strength and dexterity on them. The child 
may be permitted to attempt a few very easy 
apparatus exerciseSj freely executed, and provided 
the requisite precautions be observed — strict 



6 PHYSICAL TRAINING 

limitation to fall-hang positions and leaning-rest 
— and omission of exercises of plain hanging and 
resting. 

In arranging the exercises for a lesson the 
teacher must not forget that running exercises form 
the principal element of gymnastics and have to 
alternate with others as needed; particularly free 
standing exercises. 

On an average, half of the gymnastic time will be 
devoted to games or game-like exercises; yet no 
rigid time schedule can be laid down for any single 
lesson. All seasons, even winter, afford ample 
opportunity for gymnastics in the open air. The 
hygienic welfare of the child demands that bodily 
exercises be taken out of doors as much as possible. 
Games and game-like exercises can be performed 
in the open and will therefore predominate in such 
gymnastics. 

If rain compels the exercises to be given indoors, 
or heat of the sun makes it necessary to seek a 
shady place, limited space will render quieter exer- 
cises advisable and the lighter games will furnish 
a welcome change. 

While strenuous running games should not con- 
tinue for long in hot weather, the pupils should 
be kept sufficiently active when temperature is 
low. WTien the first part of the lesson has already 
afforded active and strenuous running exercises. 



EXERCISES FOR COURSE I 7 

the games to follow should be of a quieter 
nature. 

It is advisable to select several games for each 
lesson in order to produce a required reciprocal 
compensation of movements. 

If two lessons a week are prescribed for the 
gymnastics of Course I, it does not mean that the 
exercises have to last a whole hour ; it is prefer- 
able to divide the two hours into four half hour 
periods. The conclusion has been reached by 
authorities on the subject that the pupils need 
gymnastic instruction as- near every day as prac- 
ticable, and likewise that harmful results may 
attend a too protracted indulgence in such exer- 
cises. The half hour lesson should therefore be 
the rule, even though some of the exercises must 
be omitted each time. > 

A well arranged lesson begins with the less 
trying exercises, such as marching, which gradu- 
ally take the body out of the state of rest to move- 
ment. Running exercises increase effort up to 
the middle of the lesson and are alternated with 
reposing exercises, the lesson concluding with a 
few games in which effort will diminish toward 
the end. (See the examples for Lessons I, II, and 
III, pages 8-11.) The teacher should be gov- 
erned by consideration of his pupils rather than by 
literal following out of set rules. 



8 PHYSICAL TRAINING 

If gymnastics in Course I are to bridge the 
transition from the free romping of infancy before 
school age and the restricted freedom of school 
days^ they must not be tedious. The teacher 
must remember that the gymnastic lesson should 
be an hour of work softened by concessions to the 
playful spirit of childhood. Stiff formalism is the 
enemy of happy movement. Children do not 
come at first for the sake of going through 
definite exercises, but rather for animation and 
fun. 

It is incumbent on the teacher to see to it that all 
exercises, especially those for deep breathing, should 
be taken exclusively in fresh air free from dust. 



B. EXAMPLES OF LESSONS 
A Thirty Minute Lesson 

1. Marching in a serpentine line (short duration). 
Fall out and fall in on one side of the yard 
or hall. 

2. All run to the opposite boundary (fence or 
wall), touching it and running back to the 
starting point. Repeat. 

3. (a) Clapping hands 1 (2-3-4) times. 

(fc) Clapping hands and folding on back, 
clapping and arms down. 



LESSONS FOR COURSE I 9 

4. Running first to the left, then to the right side 
(touching objects at every point), then to the 
fence and running back to the starting place. 

5. Arms folded on the back, with inhaling. 
Arms folded on the chest, with exhaling. 

For each exercise count four beats, and do the exercise 
six to eight times. 

6. (a) Trunk bending forward with exhaling, and 
trunk stretching with inhaling. 

(6) Trunk bending backward with inhaling, 
and trunk stretching with exhaling. 

7. Jumping (free style), over a cord which is held 
steadily at moderate height from the ground or 
floor. 

8. Game : (a) The Black Man. (b) Jacob, 
Where Art Thou? 

A Thirty Minute Lesson 

1. Marching in circle, spiral, and again in 
circle. 

2. Number by twos. Run all those numbered 
one to the left in circle. Run those num- 
bered two in the same way. Repeat. 

3. Hands joined, raising arms forward-upward 
with inhaling, and lowering arms with ex- 
haHng. 

The duration of each exercise should be about four 
beats. Repeat from six to eight times. 



10 PHYSICAL TRAINING 

4. As in 2 and 3^ but running to the right. 

5. Heel raising (knee bending). 

6. Game : Catching. 

7. Trunk bending sideways. 

8. Handball, (a) Throwing with one hand and 
catching with both, (b) Bouncing on floor 
with one hand and catching with both. 

9. Game: Cat and Mice. 

A Sixty Minute Lesson 

1. Marching in circles and center lines (short 
duration) . 

2. Fall in successively on the four sides of the 
place (all in animated fashion). 

3. Arm raising forward-upward (inhaling). 
Arm lowering (exhaling). Repeat. 

4. Marching in flank circle. On signal^ the 
number ones run outside of the circle while 
the number twos remain in place. The num- 
ber twos execute the same movement after 
the number ones have resumed their place. 

5. Knee bending and stretching with arm raising 
and lowering sideways. 

6. Game : Three Deep, 

7. In the open front circle, hands on hips : Trunk 
twisting ; same with arm raising sideways. 

8. In front circle count off four, then all the ones 
race to the left around the circle, then to the 



LESSONS FOR COURSE I 11 

right. The same exercises are to be per- 
formed by the twos, threes, and fours. 
9. Balance beams or reverse benches : 

(a) Balance walk over the bar (beam). 

(b) Running jump over the bar (beam). 

10. Game : (a) Captain (divide large classes 
into several divisions). (6) Imitation game. 



II. GYMNASTICS FOR PUPILS FROM THE 
TENTH TO THE FIFTEENTH YEAR 

COURSES II AND III 

A, SELECTION OF EXERCISES AS TO 
THEIR VALUE 

The physiological conditions do not yet present 
any substantial differences from those of Course I. 
The most important need of exercise still consists 
in stimulating the development of the lungs and the 
heart. Running exercises in different forms retain 
their importance. They are supplemented by exer- 
cises which expand the chest and make the ribs flex- 
ible. Suitable for this purpose is a series of posi- 
tions of the armS; trunk bending backward and 
span-bending, the latter particularly tending to 
lift and loosen the upper ribs. 

Correct breathing is possible only with a flexible 
chest, and will best prevent the premature ossifi- 
cation of the costals and sutures between the 
sternum and the ribs. 

After this age the exterior of the youthful body 
should be influenced to a certain extent. Gym- 
nastic schooling must aim at a correct posture of 

12 



VALUE OF EXERCISES 13 

the body both in standing and walking. This is 
why all exercises gain a particular significance 
when they produce a reenforcement of the muscles 
of the back, the neck, the shoulders, and the 
abdomen. These exercises bear the general name 
of exercises of posture. They consist of exercises 
of the arms, trunk stooping (bending forward 45°), 
trunk turning and bending, exercises in leaning- 
rest position, and a number of exercises on appara- 
tus. They form an indispensable element of gym- 
nastics from a physiological standpoint. 

To attain firm control of the body is likewise one 
of the aims of gymnastic instruction ; therefore 
exercises in dexterity should not be omitted. Skill 
in jumping is of importance. That is why jump- 
ing is in every lesson in gymnastics. 

An important feature of gy^nnastic training is 
the development of courage, self reliance, and pres- 
ence of mind. Exercises on apparatus, athletic 
exercises, and games are most likely to achieve 
this end. The former gain importance in Course 
III because the bony framework has become firm 
and the muscles have attained strength. Appro- 
priate team games not only exercise the lungs 
and the heart, the eye and the hand, but promote 
sociability, cooperation, presence of mind, and 
resoluteness. 

One may readily conclude from the foregoing 



14 PHYSICAL TRAINING 

statements that the aims pursued in the gymnastic 
training of Courses II and III are somewhat more 
diverse than those of the first school years. Con- 
sequently, more abundant means towards those 
ends are necessary. Exercises performed in both 
of these courses are : 

(a) Marching and running exercises. 

(b) Free standing and wand exercises. 

(c) Exercises on apparatus. 

(d) Athletic exercises. 

(e) Games. 



J5. ELEMENTS OF GYMNASTICS 

(a) Marching and Running Exercises 

The marching exercises are based upon the In- 
fantry Drill Regulations of the United States 
Army. The running exercises keep their im- 
portance in Courses II and III. The necessary 
suggestions will be found in the description of the 
running exercises. 

(6) Free Standing Exercises 

1. Object of the Free Standing Exercises and Prin- 
ciples of their Execution 

The free standing exercises comprise simple 
and combined movements of the different parts of 



FREE STANDING EXERCISES 15 

the body, as well as exercises tending to improve 
posture. 

Free standing exercises form the basis of school 
gymnastics and should be especially considered 
in every lesson. On the part of the teacher*they 
require a thorough understanding of the object 
of the movements and postures, besides a knowl- 
edge of the principles followed in their execution. 
Their main object is to make the body supple, 
to correct faulty posture, to increase the power of 
resistance, dexterity, and agility ; to train the 
nervous system, as well as to strengthen the organs 
of circulation and breathing. 

In the last-mentioned purpose are comprised, as 
indicated on pages 4-5, all the running exercises 
and free standing exercises pertaining to deep 
breathing or to the natural or Che artificial breath- 
ing exercises. The latter become more important 
and consequently more prominent in the practice 
of gymnastics as the age of the pupil advances, 
his comprehension progresses, and his wdll strength- 
ens. Deep breathing should be practiced when 
the expansion of the thorax has occurred through 
the execution of free standing exercises. Breath- 
ing must not be interrupted in the most strenuous 
part of the exercise, for to do so may also interrupt 
the heart action and injure the circulatory appara- 
tus. Deep breathing should be ordered only by 



16 PHYSICAL TRAINING 

rhythmic execution, and above all, done in four 
counts, ix,j inhaling and exhaling each to the time 
of four steps. 

There are two ways of executing the movements, 
a quick way and a slow way. The utmost effect 
of the exercises can be obtained only through 
careful consideration of the special rhythm of every 
movement. The movements which aim at veloc- 
ity, dexterity, rapid decision, and increased blood 
circulation demand a quick execution. The exer- 
cises that tend to strengthen certain groups of 
muscles, for instance, those of the back, of the 
abdomen, or of the ribs, require a slow, but the 
longest possible, tension of execution. 

Certain movements have to be slowly or quickly 
done, according to the end desired ; for example, 
stretching the arms, raising the knee, the leg, etc. 
In order to lessen the task of the teacher, all the 
movements to be executed slowly have been printed 
in this Manual of Gymnastics, in hold-face type. 

The manner of performing combined exercises 
of arm or wand depends on the main exercise. 
The latter may be executed slowly, when in con- 
nection with leg or trunk exercises, although not 
printed in bold-face type. 

The exercises of posture have to be taken exactly 
as prescribed, as faulty or careless postures increase 
the defects of the body instead of correcting them. 



FREE STANDING EXERCISES 17 

A perfect body depends not only on the develop- 
ment of the muscular system, but also on the right 
position of the various parts of the bony frame- 
work. In such position the legs are straight and 
firm-standing, the shoulder blades firmly attached 
to the thorax, the shoulders even, the abdomen 
drawn in, the thorax to be made convex as much 
as possible, and the position of the head erect and 
unaffected. This correct posture of the body can 
become a habit only when the highest efficiency 
is sought through flawless execution of all the 
exercises of posture and movement. 

Special attention should be paid to exercises 
with trunk stooping forward ; on account of their 
excellent influence on the stretching of the spinal 
column in the upper part, these exercises should 
be practiced in every lesson ot gymnastics because 
they facilitate in the highest degree the contract- 
ing capacity of the back muscles. The frequent 
repetition of the exercises of trunk stooping is 
the more necessary because our exercises with 
apparatus, in general, influence more the abdom- 
inal than the back muscles. 

In the free standing exercises all the parts of the 
body must be put into action. Thus, it is not suffi- 
cient to take in one lesson arm or leg exercises, and 
in another trunk exercises. In order to obtain an 
efficient activity of the main muscular parts of the 



18 PHYSICAL TRAINING 

body J it is advisable to adopt the following method: 
In every gymnastic lesson free standing exercises will 
be taken twice and separated from each other by 
exercises on apparatus ; first the plain or combined 
arm or leg exercises will be performed, afterwards 
the exercises of the trunk stooping (45°) , bending 
(90°), or turning will alternate or be combined with 
the free standing exercises above mentioned, 

2. Exercising 

The free standing exercises of this Manual 
were selected, according to their value, from an 
almost inexhaustible abundance of movements. 
They must be thoroughly learned if their true bene- 
fit is to be attained. They will be least hampered 
if taken in open order. 

Correct exercising should be introduced by exact 
demonstration and necessary explanation on the 
part of the teacher. Then follow the exercises 
performed by the pupils and corrected by the teacher. 
When demonstrating the exercises, and when 
observing the exercises of the pupils, the teacher 
has to select his standing point where he can see 
and be seen by all. Indoors, it will be best for 
him to stand in the prolongation of a diagonal ; 
outdoors, at a sufficient distance from the center of 
the class. For the demonstration, the teacher will 
choose a place where the exercise he is showing may 



FREE STANDING EXERCISES 19 

be observed clearly. One time it will occur in 
front position^ next time in side position. The 
execution of the exercises should be watched in the 
same way^ while the teacher either changes his 
place or directs the children to face him. 

The manner of correcting faults is of the utmost 
importance. If a fault is general, understanding 
will come through repeated demonstration and 
explanation. Corrections given in a general form 
are often worthless. They have even a harmful 
effect when the pupils are compelled, on that ac- 
count, to remain too long in a strained position. 
Difficult exercises are best learned when the pupils 
are divided into groups, in which the non-partici- 
pants will be interested critics. The exercises 
of the pupils after the teacher's demonstration 
must be repeated several times. Yet it is to be 
remembered that too frequent repetition of the 
same exercise renders the lesson tedious, monoto- 
nous, and tiresome, and kills the attraction of 
gymnastics. A new exercise cannot always be 
learned in one lesson. The pupils also will acquire 
endurance only through gradual progression, and 
it is a serious mistake when they are urged too soon 
to remain long in a fatiguing posture. Faults of 
this sort must be avoided for two reasons : 

1. The desire of the pupils in exercising may be de- 
stroyed. 2. The position becomes incorrect. 



20 PHYSICAL TRAINING 

The number of repetitions depends on the diffi- 
culty of the exercise and the importance of its 
effect. In the so-called exercises in four parts, 
the main value generally lies in the second and 
third movements. Instead of repeating all the 
four parts, it is advisable to have the second and 
third parts more frequently performed. The 
following examples bear out this view : 

1 . Arm raising forward, 2. Change to stretch-po- 
sition, 3. Change to sideward position, 2. Change 
to stretch-position, 3. Change to sideward posi- 
tion, etc., 4. Arm lowering. Or 1. Jump to stride 
standing position, 2. Kiiee bending left, 3. Knee 
stretching, 2. Knee bending left, 3. Knee stretch- 
ing, etc., 4. Jump to normal position. Or 1. Side 
step left, 2. Trunk bending left sideward, 
3. Trunk stretching, 2. Trunk bending left side- 
ward, 3. Trunk stretching, etc., 4. Closing step 
left. 

The movements may be performed in different 
ways. After the exercise has been demonstrated 
and explained, the teacher gives a signal upon 
which the pupils begin to practice in a free manner, 
while the former pays full attention to the execu- 
tion. Oftener movement after movement will first 
be indicated, then executed at the word of com- 
mand. As soon as the movements are understood 
they do not need further description, but in order 



FREE STANDING EXERCISES 21 

to save time they should be executed upon the 
calling out of a numeral. Thus, an exercise upon 
command differs from an exercise upon counting. 
To those may also be added the exercises in 
rhythm, where one to four beat measure will be 
applied. Rhythm will he used according to the 
nature of the exercises and must not influence their 
correct execution. Rapid movements may each 
be performed in one count, but if they are ex- 
ecuted in two, three, or four beat measure, they 
should be performed on the first of two, three, or 
four beats. Slow movements if executed in four, 
three, or two beat measure may occupy all the 
counts in their performance. In repetitions to 
rhythm, no long series of exercises should be ar- 
ranged and gone through without interceptive 
commands. 

3. The Commands 

Since gymnastic exercises are taken as mass 
exercises, it will be necessary to secure homoge- 
neity in the movements through the commands. 
Their nature and manner will influence in the ut- 
most the execution of the exercises, so that this 
part of the gymnastic work deserves attention. 
The "preparatory commands contain, in short and 
accurate form, the movements, that is to say, first 
the activities {leg raising) ; then, the indication 



22 PHYSICAL TRAINING 

of the side of the body (left) ; and finally the direc- 
tion in which the movements are to be made (for- 
ward). The teacher says ^^ Leg raising left for- 
ward — trunk bending right sideways ! '' The 
command will be somewhat drawn, very distinct, 
and without any too much vocal effort. 

After a pause, which lasts according to the time 
the pupils require for preparation, comes the com- 
mand of execution. It consists of monosyllables, 
called ^^ cues/' mostly in the imperative form 
of the verb of command. For example : Leg 
raising — Raise ! Stretching — Stretch ! Hop- 
ping — Hop ! etc. But in repetitions, numbers 
will be used : One ! two ! etc. If the preparatory 
command be expressed by a noun instead of a verb, 
the noun will then be used also as executive com- 
mand ; for example : Jump to stride-standing 
position — Jump ! 

By repetitions to measure, the verb or noun (as 
the case may be) is always used as an executive 
command and then time is marked by two, three, 
etc. 

It is of advantage to express the executive com- 
mand briefly and sharply for movements of rapid 
execution, and somewhat drawn for slow move- 
ments. 

^^ It is not the volume, but the quality, of the 
voice which is necessary to successful instruction.'' 



FREE STANDING EXERCISES 23 

When the preparatory command has to be formed 
for combined exercises, i.e., for movements to be 
executed simultaneously, the teacher will first 
call for the main exercise (leg — trunk move- 
ment), then the added exercise (arm move- 
ment), and combines both by the word ^^ with/' 
The verb, commanding the main movement, or a 
numeral will be employed as the executive com- 
mand ; for example, knee bending with arm 
raising sideways — bend ! or — one ! To indicate 
that the exercise has to be executed to the right, 
the teacher will add to the preceding execution to 
the left, the remark : Same to the right, or reverse. 
Thus he avoids repeating. Trunk turning left 
and right (alternately) means : Trunk turning 
left, trunk turning forward, then trunk turning 
right, trunk turning forward: In this case the 
retrogressive movements are not indicated. The 
same applies to execution to measure. For in- 
stance, trunk turning alternately in three counts 
— turn ! 1-2-3-4-5-6 ! This exercise will last 
till the teacher commands Halt! which is best 
given with the retrogressive movement, that is to 
say, instead of count 4. 

With the use of beat measure it is advisable to 
employ always the same numeral with the same 
movement. For instance, arm raising forward 
to rhythm — Raise 1-2, 1-2, etc. Same in two 



24 PHYSICAL TRAINING 

counts — Raise 1-2, 3-4, 1-2, etc. Same in four 
counts — Raise 1-2-3-4, 5-6-7-8, 1-2-3-4, etc. 

The interval between the executive command 
and the beginning of the movement — the reaction 
time — will gradually be shortened through exer- 
cising. The command. As you were, compels the 
pupil to resume the position he previously had ; 
the teacher also uses this call to revoke an order. 

(c) Exercises on Apparatus 
1. Object 

The exercises on apparatus serve to strengthen 
and develop important groups of muscles, and to 
promote alertness, dexterity, determination, and 
courage. The pupils generally show more inter- 
est in this work than in free standing or wand exer- 
cises, because they notice sooner an improvement 
in themselves and in the others, and because each 
one has an individual opportunity to distinguish 
himself. Exercising with apparatus promotes, 
therefore, the greatest desire for gymnastics on the 
part of the pupils. 

Among pieces of apparatus for supporting, the 
following are considered : Parallel bars and horse, 
or boom with or without saddle ; and among 
apparatus for hanging positions : Chmbing appa- 
ratus and horizontal bar. 



EXERCISES ON APPARATUS 25 

The material has been considerably increased by 
the adoption of exercises on the stall bars and the 
bench, and the combination of both. These exer- 
cises possess the distinction of being rather free 
standing exercises than pure apparatus work, as 
they are usually understood. Their effects prove 
the positive advantage of this increase of material. 

2. The Lining-up of the Practicing Pupils 

The pupils have to be lined up so that the teacher 
can keep them all in view and so that they, in turn, 
can observe the practicing pupils. Therefore, it 
is desirable to place them in a front line which, 
under certain circumstances, may be drawn into 
a curve. 

Fall in and fall out, i.e., change of place for the 
apparatus, must be performed rapidly, and in 
good order. One must, therefore, avoid lining the 
pupils up too far from the apparatus, as well as 
wasting time in changing place. For the sake of 
keeping good order, the falling-in and falling-out 
pupils will have to make way for each other. 

3. Exercising 

Exercising in a free manner is used with greatest 
advantage in gymnastics on apparatus. Once the 
exercises have been demonstrated, the pupils pro- 
ceed one after the other in a previously arranged 



26 PHYSICAL TRAINING 

order to the apparatus, perform the demonstrated 
exercise once or several times, and go back to their 
places. In order to save time, the next in line 
begins immediately to exercise. Meanwhile the 
teacher observes, corrects, and helps ; and in this, 
when the groups are large, he may have the most 
advanced pupils to assist him. When the move- 
ments are finally learned, the exercises will also 
be taken by counting, i.e., at command. A num- 
ber of these exercises are suitable for a rhythmic 
performance. This most perfect form, which 
pleases the eye in the highest degree and requires 
the greatest physical control, can only be applied 
when the detailed movements have been suffi- 
ciently learned. 

Longer series of movements cannot be taught 
to the pupil by a single lesson or demonstration. 
It is best to start with the preliminary movements 
and to add, little by little, in repeating, the re- 
maining parts of the exercise. Naturally, we are 
dealing here only with well-learned movements 
for which the difficulty lies in a fluent perform- 
ance and not in the execution of the detailed 
elements. 

The way the teacher helps or is helped in the ex- 
ercises is important. First of all, timid or weak 
children are to be given special attention. Great 
care should always be used as imprudence, temer- 



EXERCISES ON APPARATUS 27 

ity, weakness, and timidity on the part of the 
pupils may lead to accidents which the teacher 
can prevent through careful regulations. 

4. Naming of the Exercises 

The following will assist in understanding 
technical terms : 

If the line from shoulder to shoulder of the pupil 
is parallel to the longest line of the apparatus, the 
pupil will find himself in lateral or side-stand, side- 
mount, side-rest, or side-hang position. In cross 
position (cross-mount, cross-rest, cross-hang) the 
line of the shoulder of the pupil runs vertically 
to the longest line of the apparatus. When the 
pupil in side-standing position faces the apparatus, 
he finds himself in side-stand position forward ; 
180° turn will place him into side-stand posi- 
tion backward. In the same sense we also speak 
of fall-hang position forward and rest backward, 
where as in the szc^e-fall-hang position the narrow 
side of the body is turned toward the apparatus. 

The rest and suspension {hang) can be executed 
with stretched or bent arms, as can the swinging. 
Where in an exercise we speak of rest and of hang, 
it is always understood to rest and to hang with 
stretched arms. The same applies to swinging 
forward and backward, — fore-swing and rear- 
swing with stretched (extended) arms. On the 



28 PHYSICAL TRAINING 

parallel-bars swinging always begins, with few 
exceptions, from the cross-standing position. 

In the naming (terminology) of apparatus exercises, 
we followed principally the Manual of Physical Training 
for the United States Army not only for the reason that, 
as a publication of the War Department, it makes the 
terms uniform wherever the Stars and Stripes float, 
but also, because we consider them to be far superior to 
anything published by private persons or associations. 

The jump which is usually necessary in order to 
get into the rest or suspension is not mentioned in 
announcing the exercise. Thus, ^^ suspension on 
two poles '' is synonymous with ^^ jump to stretch- 
hanging on two poles.'' AAliile on the parallel bars, 
side-rest and cross-rest are to be differentiated, the 
Manual uses only the word ^' rest '' in exercises 
on the horizontal bar, boom, and the horse. If we 
designate the side-standing position as the com- 
mencing position, the expressions ^^ hang'' and 
'^ rest" always mean side-hang and side-rest. 

Positions into which an exercise leads are not 
mentioned ; as a matter of course the exercise 
^^ circle to rest " (bar or boom) is leading to side- 
rest forward. After an upward jump to suspen- 
sions or rest, there will always follow a jump 
downward either immediately or after other parts 
of the exercise. This downward jump T\all not be 
especially mentioned if it is not combined with 



EXERCISES ON APPARATUS 29 

another exercise, for instance with a facing (rota- 
tion). It is also omitted to indicate the move- 
ment which is leading back to the starting 
position, if it appears that this movement is a ret- 
rogressive one. For instance, leg-raising instead 
of leg-raising and lowering ; arm-bending instead 
of arm-bending and stretching, etc. 

An intermediate jump (inter-jump) means a down- 
ward jump with immediate following upward jump. 
An intermediate swinging (inter-swing) is a pendu- 
lum swing, i.e,, one swing to and fro. 

Meaning of the expression trunk lowering back- 
ward (in side-mount) : a rotation of the straight 
upper body in the hip joint until it is straightened 
(Fig. 42, p. 129). In the trunk lowering forward 
(in side or cross-standing position, side-rest and 
straddle-mount) the hip joint remains straight and 
the whole body takes a more or less inclined atti- 
tude (Fig. 39, p. 128). The retrogressive move- 
ment is named trunk raising, A trunk lowering 
becomes a trunk flexion as soon as the spinal 
column bends. 

5. Command 

As said, it is best to have the exercises learned 
in a free manner. \\Tien the exercises are to be 
taken upon command, it is done by calling out a 
numeral. By performing exercises in rhythm a 



30 PHYSICAL TRAINING 

beat must be selected that will correspond with 
the swinging of the moving body, since the practic- 
ing pupil can here neither slacken nor perceptibly 
accelerate the movement. For the execution of 
competing exercises, the best appropriate prepara- 
tory command is Ready-set! and the command of 
execution Go! 

6. Upward and Downward Jumping 

Not only the regular jumping from the standing 
position, but also jumping to rest or suspension 
on apparatus has to start with a knee bending and 
be accompanied with an energetic arm swinging, 
if the hands have not previously grasped a hold. 

Every downward jump, even when occurring 
from a small height, should end with an elastic 
knee bending and stretching, and this way of per- 
forming should become a habit with the pupils. 
In order to reach this aim, the pupils should 
execute the downward jumps — into knee bend- 
ing with arms forward or sideways, and the fol- 
lowing stretching — at a special command. 

(d) Athletic Exercises 

Among such exercises the school of gymnastics 
considers jumping, running, throwing, pulling and 
pushing, lifting, climbing, and swimming. As the 
majority of these exercises can be taken without 



ATHLETIC EXERCISES 31 

any particular preparation, they are especially 
suited to localities where there is an incomplete 
outfit of artificial apparatus. This does not 
mean that they should take place exclusively 
there. The athletic instruction and exercises 
should take place just as well where a sufficient 
supply of apparatus is available. These athletic 
exercises have to be supplemented, under all 
circumstances, by exercises executed upon com- 
mand, especially marching and free standing exer- 
cises. This is the only combination through which 
physical training will attain the best results. In 
any case the athletic exercises allow particu- 
larly the organization of competitive work. In 
the execution of competitive exercises it is to 
be remembered that they require a good deal of 
time. Therefore, the teacher must arrange his 
program with a thought to the greatest possible 
saving of time ; and it is understood also that all 
exercises should not be competitive. Before un- 
dertaking competition exercises a certain ability 
must naturally have been acquired. 

(e) Games 

The games of this Manual aim principally to 
develop the lungs and the heart. Entire freedom 
in their practice will afford enjoyment to the chil- 
dren, and the numerous changes between rest and 



32 Pin^SICAL TRAINING 

movement will obviate the danger of over exer- 
tion. The heart is stimulated in its action by run- 
ning and keeps this increased activity for some 
time, even after the pupil has ceased to move. 
Since the running is constantly repeated after 
short intervals, it happens that throughout the 
whole practice of motion games the activity of the 
heart, increased to harmless limits, wdll stimulate 
the normal growth of the organ as well as the nutri- 
tion of the entire youthful body. 

Games are an advantage also in the educational 
training of a child. They develop cooperation, 
alertness, and presence of mind, and increase reso- 
luteness. Gymnastics when performed upon com- 
mand only, are not likely to produce these effects. 

When real benefit is expected from the practice 
of a game, it must contain the foUowdng principal 
elements : 

1. The game must admit as many children as possible. 

2. The game must offer general, lively movements. 

3. Pupils should not remain inactive on account of 
the rules of the game. 

4. Whenever possible the game should be played out 
of doors. 

Nothing is more tiresome for the pupils than to 
realize that a game does not progress as it should. 
Naturally, every pupil ought to know the rules 
of the games. The teacher T\ill teach as many of 



GAMES COURSE 33 

these rules as is necessary for the beginning of the 
game in its simplest form. Then he will add lit- 
tle by little the remaining ones, so that the pupil 
learns, while playing, all the rules of the game. 

There is a series of games which require partic- 
ular skill and practice, for instance, batting the 
ball, throwing, catching, hitting, etc.^ 

The games become more attractive when the 
teacher participates in them. Of course, the 
rules of the games should be strictly adhered to 
above all others, by the teacher. Even if he does 
not play, he must witness the game. He has to 
watch the players and prevent any of the children 
from over exertion, and indolent pupils from trying 
to escape the strain of the game. He is also the um- 
pire in any dispute and has, as such, to follow the 
course of the game and kno\^ the subject of the 
controversy. Only when he carefully follows the 
game can he check roughness in word or deed. 
When the pupil has learned, even in the animation 
and excitement of the struggle for winning, to show 
self-control the game has then fulfilled its educa- 
tional purpose. 

^ For an abundance of suitable games see Bancroft*s 
Games for the Playground, Home, School, and Gymnasium. 



34 PHYSICAL TRAINING 

C. SELECTION AND ARRANGEMENT OF 
THE EXERCISES FOR A LESSON 

If the aims referred to in the preceding para- 
graphs are to be attained; it will be necessary to 
select the exercises in accordance with their prac- 
tical value. Consequently; there is the absolute 
necessity that every teacher be acquainted with 
the general effects of the exercises and have them 
performed according to the needs existing at the 
time. 

Granted a correct selection of exercises, it will 
still matter in what succession they have been 
arranged for the lesson. One should never begin 
the lesson with the most exerting and violent 
movements; but have these performed toward 
the middle of the lesson. 

The pupilS; in most caseS; come to gymnastics 
after studying; that is to say; after being seated 
for a considerable time. Therefore, it is not right 
to occupy them with exercises in place. But the 
teacher will meet their desire for action by letting 
them march and run without allowing either long 
duration or great rapidity to predominate. Then 
he will proceed to the first part of the free standing 
exercises. Before taking them; it will be advisable 
to perform a few brisk movements, especially of 



PROGRAM FOR A LESSON 35 

the legs, in order to stimulate the circulation of the 
blood. Then should follow some exercises for the 
improvement of posture, preferably arm move- 
ments, which can be easily combined with breathing 
exercises. Single leg exercises, or in combination 
with arm exercises, and positions of equilibrium 
will close the first part of these standing exercises. 

The second part of the lesson consists of light 
exercises on apparatus. 

In the third part we have again free standing 
exercises which have an intensive effect upon the 
muscles of the back, the shoulder, the neck, the 
abdomen, and the sides. Between these special 
trunk exercises, alternating leg exercises will give 
variety and diversion, and the first part of the free 
standing exercises will best g^nswer this purpose. 
If no rope-jumping exercises follow, it will be de- 
sirable to take different jumping exercises which 
allow the greatest amount of activity in the shortest 
possible time. Breathing exercises ought to fol- 
low vigorous exercises. After this, running in 
any convenient form, as endurance run, dash, or 
motion game, is opportune, and should be followed 
by additional breathing exercises. 

Instead of the second free standing exercises, 
some exercises on the stall-bars or the bench, or 
on apparatus raised to the height of the knee 
or hip, may be executed. By this arrangement. 



36 PHYSICAL TRAINING 

we know that a careful selection of movements on 
one part, and a simultaneous activity of the largest 
possible number of pupils on the other, produce 
the desired effects upon the muscles of the back, 
shoulder, neck, abdomen, and sides. 

In the fourth part either exercises on apparatus, 
rope-jumping, or clearing obstacles will be taken 
up again ; these exercises on apparatus are more 
fatiguing than the first ones and complement them, 
as they do not act upon the same muscular parts. 

The lesson will conclude with a motion game, 
provided such has not been executed among the 
running exercises. 

For a lesson as described above, the best program 
is the following : 

I. (a) Marching and short running exercises. 
(b) Free standing exercises (arm and leg 
exercises) . 
11. Light exercises on apparatus. 

III. (a) Free standing exercises (leg and trunk 
posture exercises) and, eventually, jumping 
exercises. 

(b) Running exercises. 

(c) Breathing exercises while marching or 
standing. 

IV. Heavier exercises on apparatus or jumping 
and other athletic exercises. 

V. Motion games and breathing exercises. 



PROGRAM FOR A LESSON 37 

We must not forget that the carrying out of such 
a substantial lesson requires not only thorough 
ability of teaching, but also favorable conditions. 
In view of this, the number of pupils must be 
limited and a sufficient supply of apparatus pro- 
\aded for. It often happens that the time as- 
signed to these exercises is exceeded and thus the 
other parts of the lesson receive less attention. 

The lesson must be conducted with regard to 
the time available. If the period is short, the 
free standing exercises will have to be condensed 
into one part, and particular consideration given to 
the group of exercises of posture. In order to save 
time, and yet to work efficiently, the same group 
of exercises will be practiced somewhat longer. 
Following this, gymnastics on^ apparatus will take 
place; then, running and jumping, athletic exer- 
cises, and finally, motion games. Conditions will 
often eliminate the latter. If only a few minutes 
are left at the end of a gymnastic lesson, it is 
not worth while commencing a game. In such a 
case it is advisable to reserve a quarter of an 
hour for games during the next lesson. 

Occasionally only free standing exercises, jump- 
ing, or exercises on apparatus may be performed 
and immediately afterwards games taken up. 
Sometimes a whole lesson may be devoted to 
games, or athletics, or bathing, or, in winter 



38 PHYSICAL TRAINING 

time, to the practice of skating and sleighing. 
Too much time should not be devoted exclusively 
to seasonable sports. Proper physical training 
demands a systematic effect upon the young body 
and for this reason a regulated gymnastic train- 
ing is indispensable. Besides this, it is desirable 
to devote special hours, half days, or evenings to 
games. 

In localities where an appropriate gymna- 
sium cannot be secured, it is well nevertheless 
to practice physical training as much as pos- 
sible throughout the year. For gymnastics in 
cool weather, the exercises should be energetic, 
alternating with quieter ones only as a means of 
resting. The children should not remain too long 
in an inactive position. Inhaling, as well as ex- 
haling, should always be through the nostrils. 
Thus, the fresh, inflowing air is warmed and puri- 
fied ; and, since the outflowing warm air is carried 
again to the cooled off mucous membranes, the 
pupil protects himself from colds. 

Naturally, it is not necessary, under these cir- 
cumstances, to devote regularly a whole hour to 
gymnastics. A quarter of an hour daily will give 
satisfactory results. First of all, free standing 
exercises which stimulate the blood circulation are 
to be considered. Then marching, running, climb- 
ing, and jumping may follow. The exercises 



ARRANGING OF A LESSON 39 

on apparatus are less advisable^ because they 
compel pupils to stand idle. Skating, sleighing, 
and ski-running are recommended for the winter. 

In preceding statement, we have not taken into 
consideration the different ways a gymnastic class 
may be arranged. The conditions are simplest 
when a class can be formed of pupils of the same 
age. In this case the selection and arrangement of 
exercises is easy. But if a gymnastic class com- 
prises scholars of two, three, or even more different 
grades, the arrangement of a program is more 
difficult. 

Of course marching and running exercises are 
suitable for all classes and may be repeated from 
year to year. The free standing exercises of a 
course are too numerous, and sometimes too 
difficult, to be all practiced by the younger pupils, 
or in one year. These facts show the necessity of 
selection. 

At the beginning of each year the exercises to 
be practiced for some time must be selected from 
the schedule of the previous year. Only the main 
exercises should be selected. How long a time the 
teacher should devote to those exercises depends 
on various factors: one is the ages of the pupils 
composing the class ; another the rapidity with 
which the younger pupils accomplish the proposed 
task. After a time, the exercises may be taken 



40 PHYSICAL TRAINING 

from those prescribed for the following year and 
then from the second year, when the class consists 
of at least three different subdivisions. It is not 
advisable to consider more years than this in the 
selection of work, even though one or two addi- 
tional years are included in the gymnastic class. 

The correct execution of the exercises should be 
the constant aim. It is more satisfactory^ to have 
the older pupils execute faultlessly some lighter 
exercises than to have them perform less success- 
fully the harder ones, which the younger pupils 
find difficulty in learning. The effects of the 
exercises are best when the performance is 
perfect. It is absolutely wrong not to continue 
practicing the exercises already learned, for 
we finally gain through their repeated execution 
a real advantage in physical training, i.e., an 
increase in power, which also means improving 
courage, confidence, and resolution. The pres- 
entation of a great number of free standing 
exercises does not mean that all the exercises 
must be learned. 

Exercises on apparatus should be adapted to 
the age of the pupils. A\Tien four or five dif- 
ferent years are put together, it is advisable to 
form three classes according to the standard of 
the pupils, one of beginners, one of medium, 
and one of the advanced pupils. Thus, the ele- 



EXAMPLES OF LESSONS 41 

ments will be selected according to the ability 
of the pupils and not to the school-years, and in 
that manner it will be possible to do justice to 
all. Even with three classes the teacher has still 
sufficient preparatory work ; he will not need to 
form four or five groups. 

The remaining exercises do not require further 
remark. \Vhen we point out that the work should 
invariably begin in the simplest and easiest form, 
enough has been said. 

D. EXAMPLES OF LESSONS ^ 

(See program, page 36.) 

(a) For Pupils at Their Tenth Year, at the 
Beginning of the School Year and under 
Normal Conditions ^ 

I. (a) Squads right, stopping after the 90° 
turn. (Repeat.) 
Marching in columns of squads, 
(fe) 1. Stride jumping (several times). 2. Arm 

^ Every exercise described left is repeated to the right. 
This expression repeat always relates to the part of the exer- 
cise near which it is placed. For instance, after arm bend- 
ing, head turning, etc., it means that this part shall 
be executed several times before concluding the exercise. 
If not only a part but the whole exercise has to be repeated, 
then the repeat is placed after the description of the exercise. 

- The exercises of marching and order for this grade are 
practiced with squads of single rank, consisting of four pupils. 



42 PHYSICAL TRAINING 

raising sideward with respiration (counting 
four beats for each movement; raising and 
lowering). 3. Heel raising (toe standing). 
Knee bending and stretching (several times). 

4. Heel raising with arm raising forward 
(four beats). 5. Leg raising left forward. 

II. Horizontal bar (height of chest). 

1. Jump forward to hang position — run 
back to side stand. 

2. In the fall-hang position, release grip of 
left hand; turning 90^ left. 3. Rest — jump 
down to deep knee bending position; stretch- 
ing to normal position (repeat). 

III. (a) In the stride-standing position : 1. Trunk 
stooping (45°). 2. Trunk bending forward 
(90°) . As an inter-exercise take stride-jump- 
ing (see I; ?>). 3. Trunk turning to the left 
with head twisting. 4. Trunk bending left 
sideward. As an inter-exercise in normal 
position take heel raising and knee bending. 

5. Trunk bending backward (arch flexion). 

6. Trunk bending forward. 

, (6) Alternate double time (running) and quick 
time (marching) during 5 minutes (20 seconds 
double time (running); 40 seconds quick time 
(marching)). (Inhaling and exhaling each 
during four steps.) 

IV. Jumping : Broad jump from given mark; 



LESSON FOR RURAL DISTRICT 43 

with about 12 yards starting run. Find out • 
best jumpers in each group and then the best 
one among the selected ones. 
V. Game : Three Deep. 

(b) Examples of Lesson. Combined Class 
(Age U to 12 Years) 

According to a Simplified Plan for the Rural 

District 

I. (a) Facing 90'' = Right, (left) face ! Count, 
off ! 

(6) During the march in front line : 1. Squad 
right, (left), 2. MARCH. 
(c) 1. Twice heel raising and lowering and 
alternate leg flinging forward, 8 counts. 
2. Arm bending upward to neck-rest posi- 
tion (repeat). 3. Fall-out position left side- 
ward with arm bending upward. 4. Change 
of knee bending with arm stretching upward. 
5. Change of trunk stooping (prone standing) 
and trunk bending forward (4 parts), then 
knee raising left, leg stretching left for^^ ard 
(4 parts). 6. Arm bending upward, triuik 
bending left sideways with arm stretching 
upward. 7. Arm raising sideways in ulnar 
position, trunk bending backward with arm 
bending to neck-rest position (4 parts). 



44 PHYSICAL TRAINING 

(d) Double time (2 minutes)^ then quick time 
with inhahng and exhaling (4 steps each) 
(1 minute). 
II. Qimbing poles. 

1. Jump to stretch-hang. 2. CHmbing on 
one pole (free-style) ^ at the reverse movement; 
i.e,j coming down the pole, insist that pupils 
lift the knees very high, so that the body 
glides downward as the hands travel hand 
under hand. 

III. Jumping : Standing high jump 14 to 18 
inches. Running high jump (22 to 28 inches, 
with about 10 yards starting run). 
Running broad jump (5 to 7 feet, with about 
12 yards run). 

IV. Game : Ball in circle — Passball. 

(c) Lesson without Apparatus, with Free 
Standing Exercises in Two Groups^ and 
Athletic Exercises. A Lesson Suitable 
FOR Use in the Open Air (11 to 12 Years) 

I. (a) During the marching, being in line : 
1. Squad right, 2. MARCH, 3. Squad, 
4. HALT. 

Alternate quick time and double time. 

(6) 1. Alternate leg flinging forward. 2. Arm 

raising sideways in ulnar position and bend- 



LESSON WITHOUT APPARATUS 45 

ing to neck-rest position (4 parts). 3. Front 
step left with arm raising forward, knee bend- 
ing left with change of arms to upward 
(stretch) position (4 parts — counting 4 
beats to each movement). 4. Deep knee 
bending, fall-out left sideward, closing-step 
left. 5. Leg raising left forward. Change to 
backward and forward position left (repeat). 
11. Jumping : Standing broad and high jump. 
Running broad jump (obstacle). Deep jump 
(from an elevation). 

III. (a) 1. Alternate trunk stooping and bending 
backward (4 parts), then alternate heel raising 
and deep knee bending (4 parts). 2. Alter- 
nate trunk bending sidewards (left and right) 
(4 parts), then alternate Ipg raising sidewards. 
3. Front-step left and trunk turning to the 
left (repeat). 4. Alternate trunk bending 
backward and forward (4 parts), then alter- 
nate knee raising. 

(6) Alternate 40 seconds double time with 
20 seconds quick time during 5 minutes, 
followed by respiratory exercises. 

IV. Throwing a small ball for distance (in several 
groups) . 

V. Tug of war, by pairs and groups. 
VI. Game : Baseball. 



46 PHYSICAL TRAINING 

(d) Example for a Lesson for Boys (Age 14) 

According to a Normal Plan in Which the Trunk 
Movements Are Executed on the Stall Bars and 
Long Bench 

The exercises of marching and order for this 

grade are executed from double-rank formation, 

therefore, a squad consists of eight pupils, 

I. (a) 1. Being in hne, form column of squads: 

1. Squad right, (left), 2. MARCH, 2. Being 

in column of squads, form line on right or 

left : 1, On right (left) into line, 2. MARCH, 

3. Company, 4. HALT, 5. FRONT. 

(b) 1. Heel raising with wand raising forward 
upward (twice), then knee bending with wand 
raising forward (twice). 2. Wand raising 
forward upward. Change to position behind 
the neck (repeat). 3. Fall-out position left 
sideward with wand raising right upward. 
Change of knee bending with change of wand 
to opposite side (the swing carrying the wand 
through the starting position (4 parts). 

4. Knee raising left with wand raising in 
front of shoulders. Leg stretching left for- 
ward with change of wand to upward position. 
Fall-out position left backward and change 
of wand to position behind the neck. Clos- 
ing step left with wand lowering. 



LESSON FOR STALL BARS 47 

II. Horizontal bar. (Height of the head.) 

1. Front-outer-knee-swing left and left leg 
swinging outward to rest position. Inter- 
jump and circle the bar to rest position^ then 
leaping off with underswing. 2. Like Exer- 
cise Ij only using opposite leg. 3. From 
bent-knee-heel-balance-hang (heels touching 
rear of bar). Circle to rest position. Inter- 
swing to circle backward and jump backward 
to stand position. 

II. (a) Either on stall bars : 

1. In the span-bend position : Knee raising 
left (right) with toe-stand right. 2. Side 
standing backward^ grasping with left foot ; 
fall-out right forward with arm raising for- 
ward upward. 3. In cross stand position : 
Arm raising sideward upward, trunk bending 
left sideward wath grasp of bars at double 
arm's length (separating arms), leg flinging 
right sideways. 4. Backward hanging on the 
upper bar ; knee raising ; leg stretching left 
forward ; same right forward and lowering. 
Jumping exercises in open order : Two suc- 
ceeding jumps in place (leaping) with arm 
circling forward. Three steps run and jump 
forward with j turn left, 4 times beginning 
with left foot, and 4 times beginning with 
rii2:ht foot. 



48 PHYSICAL TRAINING 

Or on the long bench : 

1. In straddle mount position : Trunk circum- 
duction to the left ; trunk stooping with arm 
bending upward. Arm stretching upward 
(repeat). 2. In stoop-fall position (front- 
leaning-rest) with support of hands on the 
floor: Raising left arm forward upward. 3. In 
forward lying position, the feet either below 
bar or firmly held by a companion : Stretch- 
ing of the body with arm bending to neck- 
rest. 4. In sitting position, feet as in preced- 
ing exercise : Trunk lowering backward with 
arm bending. Arm stretching upward and 
immediately arm bending upward (repeat). 
5. In side-fall position (side-leaning-rest) 
with support of right hand on floor and right 
foot on bench : Left leg sideways, raise ! 
Jumping exercises : Running high jump 
over two benches parallel to each other. 
Increase gradually the distance of the two 
benches. 

(6) Potato race (use three balls). 
IV. Parallel bars. 

1. Swinging in rest with straddling at 
every second and third forward swing ; rear 
swing to front-vault left. 2. Swinging in 
rest and at second rear swing front-leaning- 
rest ; raising of left leg backward with 



LESSON IN THE OPEN AIR 49 

slight arm bending ; swing forward to rear- 
vault left. 

(e) Example of Lesson without Apparatus, 
WITH Reduced Free Standing Exercises 
(14 TO 15 Years) 

A Lesson Suitable for Use in the Open Air 

I. (a) (Double rank.) Being in column of pla- 
toons or squads, to form line to the front : 

1. Right front into line, 2. MARCH, 
3. Company, 4. HALT, 5. FRONT. 

(b) 1. Leg swinging left forward and backward. 

2. Trunk stoop standing with arm raising for- 
ward upward ; arm circling backward and 
arm bending to neck-rest position ; trunk 
stretching and fall-out left forward with arm 
stretching upward ; closing step left with |- 
turn right and arm lowering sideward ; repeat 
3 times. 3. Side-step left with arm raising 
sideward upward ; trunk turning left with 
trunk bending right sideward and arm bending 
to neck-rest position (4 parts). 4. In stoop- 
(prone) fall position (front-leaning-rest) : Left 
leg backward, raise ! 

(c) 1. Racing in groups, picking winners, etc. 
2. Throwing baseball for accuracy. 

Throwing hurlball (in several groups). 



50 PHYSICAL TRAINING 

3. Jumping : Running high and broad 
(clearing obstacles). 

4. Tug of war. 

5. Dodge ball. 



COURSE I 



PHYSICAL TRAINING FROM THE TIME 

OF ENTERING SCHOOL UP TO 

AND INCLUDING THE 

AGE OF NINE 



COURSE I 

A. MARCHING AND RUNNING 

1. Forming the Front Line 

The teacher commands : 1, To one rank. 
2. FALL IN. 

The pupils take designated positions, side by 
side, the tallest one being on the extreme right of 
the line. The breaking of the front line follows 
at the command : FALL OUT. This exercise 
should be repeated several times and executed in 
lively fashion. " ^ 

2. From the Front Line to Form the Front 
Circle Inwards, by Joining Hands 

The teacher places himself facing the center 
of the front line. The pupils then join hands and 
bend the two wings right and left, forming a circle 
around him, the center pupil staying in place. 

Repeat, changing from front line to front circle, 
first with, and then without joining hands. 



53 



54 PHYSICAL TRAINING 

3. Change from Front to Flank Line by 

Quarter Turn ; also Change from Front 
Line to Opposite Position by Half Turn 
(facing about) 

To help the pupils in understanding the exercise, 
the teacher may command : Turn towards the 
door, towards the hedge, towards the parallel bar, 
towards the short or towards the tall guide. A 
quick execution is all that is needed and no 
other orders should be given. 

4. From the Front Line Running to the Op- 

posite Side of the Place, There Touch- 
ing OF THE Hedge, or Wall, and Im- 
mediately Returning to the Starting 
Place 

These movements can be executed first by half 
the class, then by the other half, and finally by the 
whole class. 

6. Marching in Flank Line around Fixed 

Objects 

Marching around trees, bushes, apparatus, etc., 
and pursuing different courses : Rectangle, long 
and short center line, countermarch, serpentines, 
etc. ; in all of which the teacher leads. 



MARCHING AND RUNNING 55 

6. Forming the Column of Twos 

Divide the front line into two equal parts. Let 
all make a quarter turn and march the rear half 
of the line alongside the front part. March the 
column of twos in different courses : Rectangle, 
circle, diagonal, separate the column of twos, 
countermarch the flank lines, and restore the col- 
umn of twos. 

7. Forming the Gate 

The forming of the gate is to be practiced only 
as preliminary exercises for the arcade. The first 
pair in the column of twos face each other, 
join hands, raise the arms, and take a short back- 
step. A single pair forms a gate, several gates 
in succession, an arcade. 

a. Marching through the gate and the arcade : 
While marching in column of twos, at a given signal 
the first pair forms the gate, and all march, one 
after another, through it and ahead ; when the last 
pair has passed through the gate, the pair forming 
the gate joins the end of the column. At a further 
signal the second pair raises the arms to form the 
gate and the others march through it, and so on 
until all pairs in turn form the gate. 

b. To form the arcade : The second pair, after 
marching through the gate formed by the first one. 



56 PHYSICAL TRAINING 

takes position beside it, also forming a gate, and 
in the same way the third, fourth, fifth, and so on. 
After all have gone through, the last pair is at the 
head ; a repetition reestablishes the former rota- 
tion. 

8. Marching of the Flank Lines and in 
Column of Twos 

a. March on the long center line of a rectangular 
course and at its end turn left and march ahead, 
following the boundary line until the starting 
point is reached. Continue the march on the 
long center line and at its end turn right and 
follow boundary line on the other half of rec- 
tangle. 

9. Marching of the Column of Twos and in 
Separate Flank Lines 

a. March the column of twos on the long center 
line to its end. Separate the two flank lines out- 
wards, so that following the boundary lines and 
passing each other on the right, they meet at the 
original point of separation. Repeat this move- 
ment in opposite direction. 

b. March the column of twos on the long center 
line to the center, then in separate flank lines out- 
wards to the boundary line ; follow this line until 



MARCHING AND RUNNING 57 

the lines meet and then as column of two on the 
long center line to the center ; separate the pairs 
and proceed as before. 

10. Fall in to Front Line at Different Sides 
OF THE Place of Exercise 

The side in which the pupils generally fall in is 
called the first side, the others the second, third, 
and fourth. 

a. Fall in from the first to the second side. 
The teacher directs the guide-right to the new 

place and has, by a given signal, for instance clap- 
ping hands, or by command, the whole class per- 
form this change of place. 

b. Fall in from the second to the third side. 

c. Fall in from the third to fhe fourth side. 

d. Fall in successively on the four sides in rota- 
tion, by the shortest way or by touching or circling 
around an object. 

11. Running in Flank Circle 

a. 1, 2, 3 times running in circle, one pupil back 
of the other. 

b. After division in ones and twos the ones step 
outward and run, one following the other, in 
a circle ; the twos do the same. Then they 
reverse the running in opposite direction. 



58 PHYSICAL TRAINING 

c. Marching in flank circle : At a given signal 
the ones step out, make a half turn, run once or 
twice around the circle^ enter their places, and 
continue marching ; the twos do the same. 

12. Running in Front and Flank Circles 

a. In front circle inward : The ones run in circle 
to the left in back of the twos who stand in place ; 
then the twos in back of the ones who stand in 
place. 

6. Marching in flank circle : At a given signal 
the ones step out and run in direction of the march- 
ing, around the circle of the twos who march ahead., 
and enter again their places ; then the twos step 
out and run in a similar way. 

c. In flank circle (divided in ones to sixes) : iVU 
the ones make a side step outwards ; at a given 
signal the race of all the ones around the circle 
begins ; then all the twos follow and so on. 

rf. As in c, but every pupil overtaken by the 
one back of him steps out as conquered. 

6. In front circle inward : Race, outside around 
the circle in the same direction, of one pair after 
another ; the one pair in one direction, the follow- 
ing in opposite direction. 

/. In front circle outward, divided in ones to 
sixes : Race of all the ones to the left around the 
circle; then of all the twos, threes, and so on. 



MARCHING AND RUNNING 59 

13. File-marching of Two Front Lines Stand- 

ing Aside of One Another 

a. The first line runs front way around the 
second. 

b. The second line runs from the rear around the 
first. 

c. As in a and b ; but reverse. 

d. The second line runs front way around to 
the back of the first and back again ; then the 
first line to the back of the second and back again. 

14. File-marching of Two Front Lines Stand- 

ing Back of One Another 

(The Ones Back of the Twos) 

a. The second line runs to the right around the 
first. 

6. The first line runs to the right around the 
second. 

c. As in a and b ; but around to the left. 

rf. The first line runs to the left around to the 
back of the second ; then the second to the left 
around to the back of the first. Repeat, but 
around to the right. Each half of the first line 
runs outside around to the back of the second, 
also each half of the second outside around to the 
back of the first (and continued). 



60 PHYSICAL TRAINING 

6. The second line runs right around to the left 
and aside of the first ; the first then runs around 
the back to the front of the second, then follows 
the alternate execution of this file-marching. 

15. Forming the Marching Column 

To move the pupils in an orderly way, for in- 
stance, to and from the place of exercise, the 
teacher forms the column of marching. This is 
performed according to the marching exercises 
of squads in Course III. 

B. FREE STANDING EXERCISES 

(a) Simple Arm Exercises 

1. Clapping hands in front of chest with bent 
(stretched) arms. 

*2. Fold arms in front of chest, and on back. 

*3. Arm raising forward, sideward, forward-up- 
ward, sideward-upward. 
4. Arms in forward, sideward, and upward 
position : rotating around the long axis, 
closing (to fist) and opening hands. 

*5. Alternate arm raising forward and sideward, 
forward and upward, sideward and upward. 

* Exercises marked with the asterisk are conibined mth 
exercise of breathing. They should be practiced only in good 
air (either in open air or rooms that are dust free). 



FREE STANDING EXERCISES 61 

*6. Arm raising sideward, palms of hands down- 
ward (dorsal position) : Arm bending for- 
ward until the finger points touch the 
shoulders. 

7. Arm bending to hip-rest. 

8. Reeling with bent arms in front of chest. 

9. Arm stretching forward, sideward, upward. 
*10. Arm exercises for swimming : Arms bent, 

elbows pushed back, hands between dorsal 
and ulnar position, touching each other 
with index finger. , 

Arms stretching forward wdth hand twist- 
ing to palms downward, moving arms 
through sideward-to-starting position. 

(6) Foot and Leg {Exercises 

11. Closing and opening of feet. 
*12. Heel raising. 

13. Alternate heel raising and lowering. 

14. Lower leg raising. 

15. Knee raising. 
*16. Knee bending. 

17. Alternate knee bending and stretching. 

18. Jumping in place, jumping forward. Jump- 
ing in place with a quarter turn. 

19. Toe step forward (sideward, backward) 
(short step, planting slightly the ball of the 
foot). ' 



62 PHYSICAL TRAINING 

*20. Short front or side-step : heel raising and 
alternate heel raising and lowering. 

21. Leg raising forward^ sideward, and backward. 

22. Leg flinging forward, sidew^ard, and back- 
ward. 

23. Leg raising forward : Bending and stretch- 
ing of the foot joint. 

24. Jumping to stride position and back to nor- 
mal position. 

25. Front, side, and back-step (plant the whole 
sole of the foot). 

(c) Head and Trunk Exercises 

*26. Head turning. 

*27. Head bending forward (backward). 
*28. Trunk bending forward (sideward and back- 
ward) . 
*29. Trunk turning. 

(d) Combined Exercises 

30. Clapping hands once and folding arms in 
front of chest (on back). 

31. Folding arms in front of chest then on back 
(repeat) . 

*32. With joined hands arm raising forward ; 
then upward (alternately, repeat). 

33. Clapping, arm bending to hip-rest ; clap- 
ping and arm lowering (repeat). 



FREE STANDING EXERCISES 63 

*34. Arm raising forward and forward-upward 
(repeat) . 

35. Clapping and arm bending to hip-rest ; 
clapping and folding arms in front of chest (on 
back) ; clapping and arm lowering. 

36. Four times clapping over head ; arm lower- 
ing (repeat). 

37. Clapping and arm raising sideward ; clap- 
ping and arm lowering (repeat). 

38. Arm raising sideward and sideward-upward; 
arm lowering (repeat). 

39. Arm raising forward ; arm lowering and 
immediately arm folding on back (repeat). 

40. Arm raising sideward ; arm lowering and 
immediate arm folding in front of chest; arm 
lowering (repeat). 

{e) Examples of Successive Exercises and 
Combination of Exercises 

41. Four times clapping and twice heel raising 
(repeat). 

42. Four times clapping and twice knee bending 
(repeat). 

43 . Twice alternate heel raising and lowering, and 
twice alternate knee bending and stretching (repeat) . 

44. Twice alternate heel raising and lowering, 
and twice arm raising forward (sideward-upward) 
(repeat). 



64 PHYSICAL TRAINING 

45. 1, 2, 3, 4 times jumping in place. 

46. Hands in hip-rest : Twice alternate heel 
raising and lowering and alternate knee bending. 

47. Hands in hip-rest : Twice alternate knee 
bending and stretching and alternate raising of 
lower leg. 

*48. Arm raising forward-upward ; arm lower- 
ing and folding on back ; arm low^ering. 

49. Arm raising sideward ; four times clapping 
over head ; arm lowering to sideward position ; 
arm lowering. 

*50. Arm raising forward ; change of sideward 
and forward position with arm rotating to palmar 
and ulnar position of hands. 

*51. Arm raising sideward-upward; arm lower- 
ing and folding on back. 

*52. Heel raising wath arm raising forward 
(sideward; forward-upward, or sideward-upw^ard) ; 
position with arm lowering. Alternate heel rais- 
ing and lowering with arm raising forward (side- 
ward, forward-upward, or sideward-upward). 

*53. Knee bending with arm raising forward ; 
knee stretching with change to sideward position 
of arms ; knee bending with change to forward 
position of arms ; knee stretching with arm 
lowering. 

*54. Knee bending with arm raising sideward, 
palmar position ; knee stretching with arm bend- 



SKIPPING ROPE 65 

ing upward ; knee bending with arm stretching 
sideward ; knee stretching and arm lowering. 

55. Twice arm raising forw^ard (sideward) in 
change with four times jumping in place (hands 
either in hip-rest or folded on back). 

56. Jumping to stride position with arm bend- 
ing to hip-rest ; trunk bending backward ; trunk 
stretching ; jumping to position with arm lower- 
ing. 

*57. Slow raising to toe stand and raising of the 
bent arms to smm position with deep inhaling ; 
slow lowering to position with circling swim move- 
ment and deep exhaling (repeat). 

58. Alternate knee bending and stretching 
with arm stretching forward (sideward^ upward). 

*59. In stride position : Trunk turning with 
arm raising sideward. 

C. EXERCISES ON AND WITH HAND 
APPARATUS 

(a) Exercises with the Skipping Rope 

The skipping rope should measure about seven 
yardS; and have a loop on one end to fasten it to a 
fixed object (post, tree^ or jumping stand). (There 
should be no hindrance to free passage around the 
fixed object.) 

1. Distance of cord from ground 4-8 inches. 



66 PHYSICAL TRAINING 

In marching the flank line or the column of 
twos : Step over the rope (held steadily). 

2. In flank line or column of twos : March 
(run) under the rope^ which is held steadily, 
chest high or shoulders high. 

3. Jump with closed feet over the rope, which is 
held steadily and very low : 

(a) From position of attention. 
(6) With preceding jump in place, 
(c) With preceding jump forward. 

4. Jump over the rope in free fashion. 

5. Jump over the rope, which is held steady and 
low ; jump from one foot and land on the 
other. 

6. Jump from both feet over the rope, which is 
held away in a short distance (preliminary to 
broad jump). 

7. Broad jump with closed feet over two 
marked lines, which indicate the width of 
the jump ; also with preceding jump for- 
ward. 

8. Broad jump with a short running start, 
jumping off from either foot, landing on 
both. 

9. Running in free fashion under the rope, 
which turns headward, first by singles then 
by several pupils together ; also in orderly 
fashion after each third turn. 



SMALL HANDBALL 67 

10. From side-stand : Jump over the rope, which 
is turned footward; 1; 2, 3, 4 times and then 
run ahead. 

11. Running under the rope after each second 
turn, then after each first, by singles, then 
by several pupils together. The rope turns 
headward. 

12. Running into the rope swinging footward ; 
skipping once or several times, then run- 
ning ahead ; first by singles, then by pairs. 

(6) Exercises with the Small Handball 

The pupils practice first in free, unconstrained 
fashion, later in order and at command. Prac- 
ticing in groups is advisable, either in open order 
or in several open circles. Every pupil should 
own a handball. The ball is thrown perpendicu- 
lar. To obtain skill in catching with both hands, 
the pupil should be urged to a correct position of 
the hands. (Hands in height of face, roots of 
hands touching each other, back of one hand 
turned toward face.) A right throw is best exe- 
cuted with a step left forward (and reverse). 
In the beginning the throwing should be only to 
moderate height. 

1. Throw with one hand and catch with both. 

2. Bounce straight downward with one hand 
and catch with both. 



68 PHYSICAL TRAINING 

3. Throw with one hand toward a wall and 
catch with both hands. 

4. Practice this exercise also in throwing al- 
ternately with left and right hand. 

6. Alternate throwing and catching between 
two pupils. 

6. High throw with one hand ; let the ball fall 
to the ground, catch the ball with both hands 
after bouncing the same with one hand. 

7. Between two pupils at a distance of 5-7 
steps : Throw with one hand to the partner, 
who catches the ball with both hands. 

8. Bouncing to the ground ; toss the ball, 
when coming back and reaching height of 
head, to the wall. Catch it. 

9. Between two pupils : High throw and catch 
several times, then throw to partner, who 
catches with one or both hands. 

10. Throwing with one hand to a fixed object 
(wall, trunk of tree, standing board, to drawn 
circles, targets). By gradual widening of 
distance to such objects a straight flight 
is to be aimed at. 

(c) Exercises with the Wooden Hoop 

(Common barrel hoops of a diameter of 20-24 
inches, according to the height of the pupil, can be 
used.) 



WOODEN HOOP EXERCISES 69 

1. Place pupils in two front lines which face one 
another at a distance of 15-30 feet. In the front 
lines pupils keep a distance of one step : Throw- 
ing upward of the hoop and catching it in free, 
unconstrained fashion. 

2. Throwing upward of the hoop with one hand 
and catching it with both hands. 

3. Throwing upward of the hoop with the right 
and catching it with the left hand. 

4. Rolling to the opposite comrade, who stops it 
(first in free fashion). 

5. Rolling with one hand by one scholar to the 
opposite one, who catches it either with both 
or one hand. 

6. Throwing and catching of the hoop from one to 
another, first in free fashion^ 

7. Throwing with one hand and catching with both 
or one hand. 

8. From the forward position with moderately 
bent arms, the hoop held horizontally with both 
or one hand : 

(a) Raising the hoop over head, bring it down 

and out from under the feet. 
(6) Stepping through the hoop and raising it 

over head, 
(c) As in (6) but instead of stepping in with 

one foot after another, hop in it with one 

foot after another or with closed feet. 



70 PHYSICAL TRAINING 

(The girls better practice these movements 
with the small jumping rope.) 

(d) Exercises on Balance Beams or on Swiss 
Beam Lying on the Ground 

1. Stepping forward to side stand ; jumping off 
forward. 

2. Placing of one foot on the beam and jumping 
off forward. 

3. Stepping over the beams placed in short dis- 
tance of one another^ first in free fashion, then 
with joined hands in front lines, with designat- 
ing of the stepping foot. 

4. From the cross-stand position beside or behind 
the beam : Stepping up and walking on the 
balance beam in free fashion, leaping off on the 
other end. Keep a good posture. If there 
are several beams on hand, place them at a dis- 
tance of 24 inches from one another. Walk- 
ing on the beams is performed with joined hands 
in height of shoulder. 

5. With walking start (running start) : Momen- 
tary placing of the foot on beam and jumping 
over. 

6. With walking start (running) and free take off : 
Jumping over the beam. 

7. Walking on the beam with sideward position of 
the arms. 



MIMETIC EXERCISES 71 

D, GAMES AND MIMETIC EXERCISES 

(a) Imitating the Movements of Manual 

Workers 

1. Sawing wood : These movements are executed 
as follows : The pupil places his left foot forward 
(short distance) with slightly bent left knee ; 
stretches his left arm obliquely downward (as if 
to hold a block of wood) and raises the bent 
right arm backward. Now the movement of 
sawing begins. It is continued stretching ob- 
liquely downward and bending of the right 
arm. The same movement with the left arm. 

2, Cutting wood : Short step right forward^ raise 
the two hands over the head so as to strike. 
Hands closed to fists, in ulfiar position, one in 
front of the other ; strike hard forward. Re- 
peat position to strike, and strike ; normal 
position and arms down. The same exercise 
with short step left forward. 

With these two exercises the teacher can 
easily find other suitable examples of man- 
ual work. 

(6) Exercises of Observation and Reporting 

The work of such game-like exercises is left en- 
tirely to the judgment of the teacher. They aim 



72 PHYSICAL TRAINING 

to enliven the pupils, to further the ability to 
observe, to sharpen the eye, and to teach them how 
to report observations in a concise and clear way. 
For instance : The teacher orders one or more 
pupils to run to the street crossing, there to look 
around to see whether the dust is caused by an 
automobile, a team of horses, a group of soldiers, 
etc., and in what direction the team, or the group 
of soldiers, is moving ; or to run to a certain tree 
to find out what kind of fruit it is bearing ; or to 
read and keep in mind the number of a passing 
automobile, or the time at the tower clock. The 
observations made while executing any of these 
orders must be reported to the teacher in short 
and clear language. 

(c) Running Games 

1. Contest of Driving the Hoop 

Use a hoop and a 12-15-inch long wooden stick. 
The pupils, two steps apart, in front line at one side 
of the ground. At a given signal of the teacher 
the driving begins ; the one reaching the goal first 
is the winner. (These exercises can be practiced 
competitively for smaller groups.) Roads and 
streets are suitable for practice of rows of two, 
three, or four pupils. 



HOOP WAR 73 

2. The Hoop War 

The pupils face one another in equal groups. 
The distance between the two groups shall be as 
far as possible. 

Driving toward one another begins at a given 
signal. The difficulty lies in passing each other 
in the attempt to reach the enemy^s camp. 

Each hoop knocked down by the hoop of the 
opponent is out of the game ; but it is forbidden 
to knock the opponent's hoops down with hands 
or feet. It is practical to keep in good distance 
from one another so as to succeed better in driv- 
ing the hoops into the enemy camp. The party 
succeeding in landing the most hoops in the other 
camp is the winner. 



J 



COURSE II 



FOR PUPILS FROM THE TENTH TO THE 
TWELFTH YEAR 



COURSE II 

A. MARCHING AND RUNNING 

Forming and Breaking of a Front Line 

In Course II we call a squad a single rank of 4 
pupils. Therefore, a class of 40 pupils repre- 
sents 10 squads. 

The squad proper consists of 8 pupils, that is 
4 files. The school of squads in double rank will 
be taken up in Course III. 

If several pupils are to be instructed simul- 
taneously, they take at the command : 1. To single 
rank J 2. FALL IN, positions side by side accord- 
ing to their height from right to left. The tallest 
pupil places himself at the extreme right of the 
rank at a distance of 5-10 steps from the teacher, 
facing him. In rank each pupil places himself 
so that his right arm rests slightly against the arm 
of the pupil on his right. The FALL /iV has to 
be executed as quick as possible (in double time). 

At the command of FALL OUT the rank is 
broken. 

1 Taken from the Infantry Drill Regulations of the United 
States Army, 

77 



78 PHYSICAL TRAINING 

FALL IN and FALL OUT should be practiced 
extensively at the beginning. 

In doing so the teacher must change his place 
often and choose it so that the pupils have to run 
quite a distance to reach their new FALL /A/'position. 

Position of Attention 

Command : ATTENTION. 
At this command the pupil takes the posture 
shown in Figure 1. 

Heels on the same line and as near each 
other as the conformation of the body 
permits. 

Feet turned out equally and forming 
an angle of about 45°. 

Knees straight without stiffness. 
Hips level and drawn back slightly ; 
body erect and resting equally on hips ; 
chest lifted and arched ; shoulders falling 
Fig. 1. equally back without constraint. 

Arms hanging naturally ; hands with joined 
and slightly bent fingers leaning on the legs ; 
thumb along the seam of the trousers. 

Head erect and squarely to the front ; chin 
drawn in so that the axis of the head and neck is 
vertical. Eyes straight to the front. Weight 
of the body resting equally upon the heels and balls 
of the feet. Preserve absolute immobility. 



RESTS. FACINGS 79 

The Rests 

Being at a halt; the commands are : FALL OUT; 
REST; and AT EASE. 

At the command FALL OUT, the pupils may 
leave the rankS; but are required to remain in the 
immediate vicinity. They resume their former 
places of attention at the command FALL IN. 
At the command REST each pupil keeps one foot 
in place, but is not required to preserve silence 
or immobility. 

At the command AT EASE each pupil keeps 
one foot in place and is required to keep silence, 
but no immobility. 

To resume attention : 1. Class, 2. ATTEN- 
TION. 

The pupils take the position of attention. 

Eyes Right or Left 

1. Eyes, 2. RIGHT (LEFT), 3. FRONT. 

At the command right, turn the head to the 
right oblique, eyes fixed on the line of eyes of the 
pupil in, or supposed to be in, the same rank. 
At the command FRONT, turn the head and eyes 
to front. 

Facings 

To the flank : 1. Right (left), 2. FACE. 

Raise slightly the left heel and right toe, face to 



80 PHYSICAL TRAINING 

the right; turning on the right heel, assisted by a 
slight pressure on the ball of the left foot ; place 
the left foot by the side of the right. Left face is 
executed on the left heel in the corresponding 
manner. 

Right {left) half FACE is executed similarly, 
facing 45°. 

To the rear: 1. About, 2. FACE. 

Carry the toe of the right foot about a half foot- 
length to the rear and slightly to the left of the left 
heel without changing the position of the left foot ; 
face to the rear, turning to the right on the left 
heel and right toe ; place the right heel by the side 
of the left. 

Numbering 

In numbering, the leader on the right calls out 
one, the next pupil two, the next three, and so on, with- 
out interruption down the line, each pupil turning 
the head first to the right (to get the number), 
then to the left (calling the number to his right 
neighbor), and then to the front again. 

Command : From the right — number ! 

The teacher then uses the following command 
only: 1. Count, 2. OFF. 

At this command, all except the right guide 
execute eyes right, and beginning on the right, 
the pupils count — one, two, three, four. Each 



ALIGNMENT. QUICK TIME 81 

pupil turns his head and eyes to the front as he 
counts. 

Alignment 

1. Right (left), 2. DRESS, 3. FRONT. 

At the command dress all pupils place the left 
hand upon the hip (whether dressing to the right 
or left) ; each pupil except the guide executes 
eyes right, places himself so that his right arm rests 
lightly against the arm of the pupil on his right, 
and so that his eyes and shoulders are in line with 
those of the pupil on his right. 

Steps and Marchings 

Quick Time 

To exercise the quick time step, explain the char- 
acter of the step : Marching in cadence by observ- 
ing good posture and equal steps. 

Right from the beginning insist on shifting of 
the weight of the body on the ball of the foot, 
and slightly more on the right leg. Left knee 
straight. The instructor should execute the ex- 
ercise himself, and then let the boys practice by a 
command : 1, 2, 3, etc. steps — MARCH. 

At the command MARCH, move the left foot 
smartly straight forward 30 inches from the right, 
sole near the ground, and plant it without shock ; 



82 PHYSICAL TRAINING 

next, in like manner, advance the right foot and 
plant it as above ; continue to march. The arms 
swing naturally. Practice the exercise with a 
single boy, then with small and large single ranks, 
and finally with the whole section. In a short 
time the whole class will march correctly a given 
number of steps. 

Next have the class in single rank march at the 
command : 1. Forward, 2. MARCH. 

The instructor, when necessary, indicates the 
cadence of the step by calling one, two, three, 
four, or left, right, the instant the left and right 
foot, respectively, should be planted. 

The command, 1. Class, 2. HALT, is given as 
either foot strikes the ground; plant the other 
foot as in marching; raise and place the first foot 
by the side of the other. If in double time, drop 
the hands. 

Insist on good posture while marching. The 
number of quick time steps per minute is 120. 

Being at a halt, or in march in quick time, 
to march in double time: 1. Double time, 
2. MARCH. 

If at a halt, at the first command shift the weight 
of the body to the right leg. At the command 
MARCH, raise the forearms, fingers closed, to a 
horizontal position along the waist line; take up 



QUICK TIME 83 

an easy run with the step and cadence of double 
time, allowing a natural swinging motion to the 
arms. 

If marching in quick time, at the command 
MARCtlj given as either foot strikes the ground, 
take one step in quick time, and then step off in 
double time. 

To resume the quick time : 1. Quick time, 
2. MARCH. 

At the command MARCH, given as either foot 
strikes the ground, advance and plant the other 
foot in double time, resume the quick time, drop- 
ping the hands by the sides. 

The length of the full step in double time is 36 
inches. The cadence is at the rate of 180 steps per 
minute. Double time, developing and strengthen- 
ing heart and lungs, should be practiced often, but 
with caution. The instructor should be able to 
pick out those boys whose physical conditions 
allow only a limited participation in these exer- 
cises. For the boys of Course II four minutes 
ought to bring a good result. Each year a pro- 
portional increase in time is advisable. 

A pupil, who for one or another reason has to 
stop practice of double time, should begin again 
with the minimium. After a long exercise in double 
time, do not stop abruptly, but bring heart and 
lungs to normal work by going over to quick time. 



84 PHYSICAL TRAINING 

Exercise in double time should be part of every 
lesson in physical training. 

To Mark Time 

Being in march: 1. Marktime, 2. MARCH. 

At the command MARCHj given as either foot 
strikes the ground^ advance and plant the other 
foot ; bring up the foot in rear and continue the 
cadence by alternately raising each foot about 12 
inches and planting it on line with the other. 
Being at halt, at the command MARCH ^ raise and 
plant the feet as described above. 

The Half Step 

1. Half step, 2. MARCH. 

Take steps 15 inches in quick time, 18 inches in 
double time. 

Forward, half step, HALT, and mark time may be 
executed one from the other in quick or double time. 
To resume the full step from half step or mark time, 
command : 1. Forward, 2. MARCH. 

Side Step 

Being at a halt or mark time: 1. Right (left) 
step, 2. MARCH. 

Carry and plant the right foot 15 inches to the 
right ; bring the left foot beside it, and continue 
the movement in the cadence of quick time. The 



BACK STEP 85 

side step is used for short distances only and is 
not executed in double time. 

Back Step 

Being at a halt or mark time: 1. Backward, 
2. MARCH. 

Take steps of 15 inches straight to the rear. 
The back step is used for short distances only 
and is not executed in double time. 

To March by the Flank 

Being in march: 1. By the right (left) flank, 
2. MARCH, 

At the command MARCH, given as the right 
foot strikes the ground, advance and plant the left 
foot, then face to the right iri. marching, and step 
off in the new direction with the right foot. 

To March to the Rear 

Being in march: 1. To the rear, 2. MARCH. 

At the command MARCH, given as the right foot 
strikes the ground, advance and plant the left 
foot, turn to the right about on the balls of both 
feet, and immediately step off with the left foot. 
If marching in double time, turn to the right about, 
taking four steps in place, keeping the cadence, 
and then step off with the left foot. 



86 PHYSICAL TRAINING 

Change Steps 

Being in march: 1. Change step, 2. MARCH. 

At the command MARCH, given as the right foot 
strikes the ground^ advance and plant the left 
foot ; plant the toe of the right foot near the heel 
of the left, and step off with the left foot. The 
change on the right foot is similarly executed, the 
command MARCH being given as the left foot 
strikes the ground. 

To preserve the alignment when marching: 
GUIDE RIGHT (LEFT), 

The pupils preserve their intervals from the 
side of the guide, yielding to pressure from that 
side and resisting pressure from the opposite direc- 
tion ; they recover intervals, if lost, by gradually 
opening out or closing in ; they recover alignment 
by slightly lengthening or shortening the step. 

To stay the execution of the movement when 
marching, for the correction of errors, the com- 
mand, 1. In place, 2. HALT, is given. All halt 
and stand fast. To resume the movement the 
command, 1. Resume, 2. MARCH, is given. 

To revoke a preparatory command, or, being at 
a halt, to begin anew a movement improperly 



SQUAD RIGHT, MARCH 87 

begun, the command, AS YOU WERE, is given, 
at which the movement ceases and the former 
position is resumed. 

Change from Line to Marching Column 

Command: 1. Squad right (left), 2. MARCH. 

Number 1 (pivot) in place turns to the right 
gradually and accordingly to the advance of the 
turning flank. Number 4 marches in quick time, 
circling the pivot. Number 2 and 3 follow the 
movement of 4 with shortened steps. 

After completing the turning, the command, 3. 
Squad J 4. HALT, is given to stay the movement, 
or, if marching ahead is intended, the squads 
execute forward MARCH, without command. 

Partial changes of direction may be executed: 

By interpolating in the preparatory command 
the word half, as Column half right (left), or right 
(left) half turn, a change of direction of 45° is 
executed. 

By the command. Incline to the right (left), 
the guide, or guiding element, moves in the indi- 
cated direction and the remainder of the com- 
mand conforms. This movement effects shght 
changes of direction. 

Being in column of squads, to change direction : 

1. Column right (left), 2. MARCH. 

At the second command the front rank of the 



88 PHYSICAL TRAINING 

leading squad turns to the right on moving pivot 
as in the school of the squad ; the other ranks^ 
without command, turn successively on the same 
ground and in a similar manner. 

Opening and Closing of the Marching Column 

To open the marching column, command : 
1. To the left {right, or from the center) take 
distances, 2. MARCH. With simultaneous arm 
raising sideward of the front squad all the others 
take space in given direction until the finger 
points do not touch any more. Then follows 
arm lowering and dressing forward and side- 
ward. 

The marching column is restored to the com- 
mand : I, To the right {left), or to the center 
close, 2. MARCH. 

B. FREE STANDING EXERCISES. 

In regard to the execution we refer to the nu- 
merous illustrations. Besides, the following ex- 
planations should be considered : 
(a) For the exercises of arm raising and arm stretch- 
ing the rule holds good that in the forward, 
upward, and downward position of the arms 
the hands are in ulnar position (palms facing 
each other), in the sideward position they are 



d 



ARM BENDING 89 

usually in dorsal position (palms turned down- 
ward), or, if specially indicated, in palmar 
position (palm turned upward) or in ulnar 
position. In the forward position (reach 
position) the arms are horizontal at the 
shoulder level, keeping the body erect ; in the 
upward position (stretch position) the arms 
are in the same line with the longest line of the 
body and in the sideward position in prolonga- 
tion of the shoulder line, no matter whether the 
body is upright or inclined in any direction. 

In the upivard bending position of the arms, 
the shoulders are drawn back, the fisted hands 
are beside the shoulders, palms turned forward. 
In stretching the arms the fingers also are 
stretched (Fig. 2, p. 93)., 

In the forward bending the bent arms are 
shoulder high, forearms in front of upper 
arms ; hand, wrist, and forearm kept in line. 
The shoulders must not be raised, elbows 
must be drawn back, whereby the hands with 
stretched and closed fingers are brought well 
apart (Fig. 3, p. 93). 

To take neck-rest position the arms are bent 
without moving the head or body and the 
hands placed at the back of the neck with 
the wrists straight, — the finger tips just 
meeting. The elbows must be well drawn 



90 PHYSICAL TRAINING 

back; the chest expanded, and the head kept 
erect (Fig. 15, p. 103). 

For the execution of arm circling, the fingers 
may remain straight or the fist may be closed. 
(6) Arm swinging and leg swinging is a swinging 
change of two arm or leg positions through 
the downward position. A swinging leg raising 
and immediate lowering to starting position 
is called flinging, 

(c) In heel raising and lowering, executed in suc- 
cession, the counts 1, 2, 1, 2, etc., are used. 
The same time is given to knee bending and 
knee stretching. 

(d) In the trunk bending forward the entire spinal 
column is bent forward and the head is slightly 
lowered. To return to the erect position the 
movement starts with head lifting, then fol- 
lows the extension of the entire spine and its 
raising (Fig. 21, p. 111). 

Contrary to the positions taken in the trunk 
forward flexion, the spinal column remains 
straight in the trunk stooping position. Here 
the trunk, with erect head position, rotates 
as a whole in the hip joint (Fig. 20, p. 109). 

The trunk bending backward takes place in the 
tipper part of the spine, i.e., the dorsal part, 
and is principally executed in stride-standing 
position and in normal position (Fig. 8, p. 98). 



FALL-OUT AND LAY-OUT 91 

The trunk bending backward with the flexion 
of the lumbar region of spine is of Httle value, 
and for pupils with hollow back even harmful. 

{e) All stepping positions with simultaneous knee 
bending of one leg are differentiated as lay-out 
and fall-out. 

The lay-out is a stepping position in which the 
stationary leg is bent ; in the Jail-out position 
the flexion takes place in the stepping leg. The 
weight of the body is principally on the bent 
leg. In lay-out and fall-out positions the trunk 
takes a reclining or stooping position (without 
rotation), so that it will form a straight line 
with the straight leg. In stepping (walk) 
positions with straight legs the trunk is erect ; 
in leg raising the trunk Is in prolongation of 
the stationary leg. 

(/) Most of the exercises are described left, very 
few for the right ; naturally, all the exercises 
must be practiced left and right. 

In exercises of four parts, in which the third 
and fourth parts represent the retrogressive 
movements to second and first, we only de- 
scribe the first two parts ; 4 parts refers to the 
last two parts (as additional to the first two). 



92 PHYSICAL TRAINING 

Tenth Year 

As we have said on page 35, each gymnastic 
lesson should contain arm, leg, and trunk 
exercises. To make a good selection we choose 
for the first part of the lesson the material in Leg 
Exercises with and without Arm Exercises, com- 
pleting or preparing them if necessary with 
Arm Exercises. For the second part the material 
of the Trunk Exercises in Series or Combined with 
Leg Movements will serve and, if necessary, be 
completed with the exercises under the caption 
of Trunk Exercises, For example, a lesson for 
boys of ten years of age consists in its first 
part of the material included in numbers 1-24 ; 
and in its second part of material in numbers 
25-30. 

The free standing exercises printed in heavy 
type are to be executed slowly. 

Arm Exercises 

(a) From Normal Position : 

1. Hands on hips ; place ; position ! 

2. Arm raising forward (backward) (inhaling), 
arm lowering (exhaling). 

3. Arm raising sideward (forward-upward, 
sideward-upward) (inhaling) ; arm lower- 
ing (forward, sideward) (exhaling). 



ARM BENDING 



93 




Fig. 2. 



4. Arm bending upward (inhaling) (Fig. 2); 
arm lowering (exhaling). 

5. Arm bending forward (inhaling) (Fig. 3); 
arm lowering (exhaling). 

(b) From the Bend Position : 

If no other description is given, the bend 
position is meant : upward bending (Fig. 2) 
or the upward bending of Swedish gymnastics. 

6. Arm stretching forward (side- 
ward, upward) (exhaling); arm 
bending (inhaHng) (also with 
quick arm stretching sideward 
or upward). 

(c) From the Forward Bending Position : 

7. Arm stretching sideward (exhahng); arm 
bending forward (inhaling). 

{d) From Normal Position : 

8. Arm bending; arm stretch- 
ing forward (sideward, up- 
ward) ; arm bending ; arm 
lowering (also beginning 
with arm raising). 

9. Change of two or three 
arm positions : 
(a) Reach (forward) and 
stretch (upward) position 

(several times or as an exercise of 4 
parts). 




Fig. 3. 



94 



PHYSICAL TRAINING 



(b) Side and stretch position (several times 
or as an exercise of 4 parts). 

(c) Reach, stretch, side, and normal 
position. 

(d) Side, stretch, reach, and normal 
positions. 

Leg Exercises with and without Arm Exercises 

If no arm exercises are indicated, the hands are placed 
on hips. 

10. (a) Heel raising (in- 
haling); lowering (ex- 
haling) . 

(6) Same with arm 
raising forward (side- 
ward-upward) or with 
arm bending, 
(c) Alternate heel rais- 
ing and lowering. 
Count 1; 2 ! (also with arm raising sideward, 
forward-upward) . 
11. (a) Heel raising (inhaHng); knee bending 
(exhaling) ; knee stretching (inhaling) ; low- 
ering (exhaling). 

(b) Same with arm bending; arm stretching 
forward (sideward) (4 parts). 

(c) Same with arm raising sideward; arm 
bending forward (Fig. 3) (4 parts). 




Fig. 4. 



KNEE RAISING 95 

(d) Same with arm raising sideward (sideward- 
upward) ; change to arms in sideward posi- 
tion (4 parts). 

12. (a) Knee bending; knee stretching. 

(6) Same with arm raising forward (sideward), 
(c) Alternate knee bending and 
stretching (also with arm 
stretching forward) (sideward). 

13. (a) Leg raising left forward 
(sideward, backward) (inhaling) ; 
leg lowering left (exhaling). 
(b) Same with arm raising for- 
ward (sideward, Fig. 4, for- 

w a r d-u p w a r d) o r 
with arm bending. Fig. 5. 

14. Knee raising right (also slow) 

(Fig. 5) ; lowering right. 
15: Lower leg raising left (Fig. 6); 

lowering left. 
16.^ (a) Heel raising (inhaling) ; low- 
ering (exhahng), then leg raising 
left forward (sideward, back- 
ward) (inhaling) ; leg lowering 
left (exhaling). 

(6) As in (a) but with knee raising instead 
of leg raising. 

^ Exercise 16 can be executed so as to alternate the second 
leg movement after twice heel raising. 





96 PHYSICAL TRAINING 

(c) As in (a), but lower leg raising instead of 
leg raising. 

17. Knee bending; knee stretching, then leg 
raising left forward (sideward, backward) ; 
leg lowering left. 

18. (a) Front-step left (Fig. 12) (side-step, back- 
step) left; closing-step left. 

(6) Same with arm raising forward (sideward, 
forward-upward) . 

(c) Same with arm raising and in step po- 
sition, a change of arm raising from No. 9, 
page 93. 

19. (a) Jump to stride position; jump to posi- 
tion. 

(6) In stride position knee bending left 
(inhaling); knee stretching left (exhahng). 
(c) As in (6) with arm bending. 

20. Fall-out right sideward (Fig. 17, p. 107) (in- 
haling); closing-step right (exhaling). 

21. (a) Heel raising with arm bending; arm 
stretching sideward (upward) (4 parts). 

(b) Knee bending with arm raising sideward; 
arm bending forward (change to upward 
position) (4 parts). 

22. Leg flinging left forward (sideward). 

23. (a) Jumping in place. 

(6) Jumping to stride position and back to 
position. 



TRUNK BENDING 



97 



(c) Four jumps in place and twice jumping 
to stride and back to position. 

(d) Repeat; but with the first of the four 
jumps quarter turn left. 

24. (a) Heel raising with arm raising forward 
or forward-upward; moderate knee bending 
with arm swinging to backward position; 
jump in place to deep knee bending with arm 
swinging to forward position; knee stretch- 
ing with arm lowering. 

(6) Repeat the exercise, but use the second 
and third movement in quick succession. 

Trunk Exercises 

In stride position, hands on hips : 

25. Trunk stooping forward (Fig. 20, p. 109) 
(inhaling) ; trunk stretching (ex- 
haling) . 

26. (a) Trunk bending forward (Fig. 
21, p. Ill) (exhaling), trunk 
stretching (inhahng). 

The trunk stretching has to be exe- 
cuted slowly and by going through 
the stooping position. 

(b) Trunk bending left side- 
ward (Fig. 7), (backward, Fig. 
8, p. 98) (inhaling); trunk stretching (ex- 
haling). 




Fig. 7. 



98 



PHYSICAL TRAINING 




Fig. 8. 



27. Trunk turning, left (with head turning left) 
(inhaling) (Fig. 9) ; trunk turning forward 
(exhaling). 



Trunk Exercises in Series, or Combined 
with Leg Movements 

28. In stride position: 

(a) Trunk bending forward (sideward, 
backward); trunk stretching, then 
heel raising; lowering. 
(6) Trunk stooping forward; trunk 
stretching, then heel raising; lower- 
ing. 

(c) Trunk turning left; trunk turning for- 
ward, then heel raising; lowering. 
{d) As in (a); (6), and (c), then knee 
bending left; knee stretching left. 
In stride position: 
Trunk stooping forward; head 
turning left (Fig. 10). 
(a) Jump to stride position : 
Trunk bending forward (sideward, 
backward). 

Trunk stretching; jump to position, 
then knee raising alternately. 
(6) As in (a), but trunk stooping forward 
instead of trunk bending. 



29. 



30. 




Fig. 9. 



TRUNK STOOPING 



99 




Fig. 10. 



(c) As in (a) J but trunk turning instead of 
trunk bending. 

(d) As in (a) J (b), and (c), then front-step, 
side-step; back-step. 

(e) As in (a), (b)j and {c)j then 
twice knee bending. 

Eleventh Year 

Arm Exercises 

(a) From Normal Position: 

1. Arm bending to neck-rest posi- 
tion (Fig. 15, p. 103 and Fig. 
17, p. 107); arm lowering. 

2. Arm raising backward; change of backward 
to upward position (through normal position). 

3. Arm raising sideward in ulnar position (side- 
ward-upward) ; arm bending to neck-rest 
position (4 parts). 

(6) From Arm Bending Position : 

4. Arm stretching sideward; change to forward 
and sideward position ; arm bending. 

5. Arm stretching upward; change to forward 
and upward position; arm bending. 

6. Arm stretching upward; change to side- 
ward and upward position; arm bending. 

(c) From the Neck-rest Position : 

7. Arm stretching sideward; change to upward 



100 PHYSICAL TRAINING 

and sideward position ; arm bending to neck- 
rest position. 
8. Arm stretching upward; change to sideward 
and upward position ; arm bending to neck- 
rest position. 

Leg Exercises with and without Arm Exercises 

From now on the description of combined 
exercises contains the leg^ as well as the arm 
movement. In practicing, the leg exercises must 
be practiced separately before they 
are combined with arm movements. 
9. Heel raising with arm. raising 
forward-upward ; deep knee 
bending wdth change to for- 
ward position of arms (Fig. 11) 
(4 parts). 
10. (a) Deep knee bending with 
arm stretching forward (sideward) from arm 
bending position. 

(b) Alternate deep knee bending and stretch- 
ing (same with arm raising forward, sideward). 

11. Leg raising left forward (backward); change 
to backward (forward) position left; leg 
lowering left. 

12. Leg flinging left backward. 

13. Knee raising left ; leg stretching left forward 
(sideward, backward) ; leg lowering left. 




ARM RAISING UPWARD 



101 




14. Knee raising left T\dth arm raising forward; 
change to sideward position of arms ; knee 
and arm lowering. 

15. Leg raising left forward (back- 
ward) with arm raising for- 
ward; change to sideward 
(upward) position of arms (4 
parts). 

16. Front-step left with arm rais- 
ing forward-upward (Fig. 12) 
(backward) ; knee bending 
left w4th change to sideward 
(upward) position of arms Fig. 12. 

(through normal posi- 
tion) (4 parts). 

17. Fall-out right forward 
with arm raising for- 
ward-upward (Fig. 13); 
closing-step right and 
arm lowering forward. 

18. Deep knee bending ; 
knee stretching, then 
fall-out left forw^ard 

(sideward) ; closing-step left to position. 
19. Lay-out left backward with arm raising 
backward (forward-upward) (Fig. 13) ; 
closing-step left with arm lowering (for- 
ward). 




Fig. 13. 



102 



PHYSICAL TRAINING 



20. Heel raising; lowering^ then lay-out left 
backward; closing-step left to position. 

21. (a) Front-step left to heel raising right with 
arm raising forward-upward (Fig. 14) ; clos- 
ing-step left with arm lowering forward. 

Side-step left to heel raising right with arm 
raising sideward-upward; closing-step left to 
position with arm lowering sideward. 
Back-step left to heel raising right 
with arm raising forward-upward ; 
closing-step left with arm lowering 
forward. 

(b) Front-step left to heel raising 
right with arm raising forward-up- 
ward; change to sideward position 
of arms in palmar position (repeat). 
Side-step left to heel raising right 
^ with arm raising sideward in ulnar 
position ; arm bending to neck- 
rest position (Fig. 15) (repeat). 
Lay-out left backward with arm raising for- 
ward-upward ; arm bending (to neck-rest 
position) (repeat). 

(a) Heel raising with arm raising forward- 
upward; knee bending with arm swinging 
to backward position and slight stooping 
forward of upper body and jump forward to 
deep knee bending with arm swinging to 




Fig. 14. 



22 



23 



NECK-REST POSITION 



103 



forward position; knee stretching with arm 

lowering. 

(b) As in (a), but without stooping forward, 

and jump in place with high knee raising. 

24. Front-step left ; leg flinging right forward 
(repeat) ; closing-step left. 

25. Front-step left with arm raising backward ; 
jump forward to deep knee bending with leg 
flinging right and with arm 
swinging to forward position ; 
knee stretching with arm 
lowering. 

Trunk Exercises 

The following exercises are to 
be executed in the position of 
attention ; by trunk turning the 
feet are closed with heels together 
as well as toes (Fig. 9^ p. 98). 

26. Trunk bending forward (backward) ; tnink 
stooping forward ; trunk turning. 

27. (a) Change of trunk stooping forward and 
trunk bending forward (repeat or in 4 parts). 

(b) Change of trunk bending backward and 
trunk stooping forward. 

(c) Tnrnk bending backward ; trunk stoop- 
ing forward ; trunk bending forward ; trunk 
stretching. 




Fig. 15. 



104 PHYSICAL TRAINING 

(d) Change of trunk bending left and right 
sideward (4 parts). 

(e) Change of trunk turning left and right 
(4 parts). 

Trunk Exercises in Series or in Combination with 

Leg Exercises 

28. (a) Change of trunk stooping forward and 
trunk bending forward (4 parts); then change 
of heel raising and deep knee bending (4 
parts). 

(6) Trunk bending alternately sideward ; 

then leg raising alternately sideward. 

(c) Change of trunk stooping forward and 

trunk bending backward; trunk stretching, 

then knee raising left; leg stretching left 

forward (sideward, backward); leg lowering 

left. 

29. Front-step left; trunk turning left (Fig. 19, 
p. 109) (repeat). 

30. Front-step left; trunk bending left side- 
ward (repeat). 

Tw^ELFTH Year 

Arm Exercises 

A complete system of new exercises is not pro- 
vided for the twelfth gymnastic year. The ex- 
ercises for the preceding year should be repeated 



ARM MOVEMENTS 105 

and increased in such a way that two movements 
repeat themselves several times so as to form ex- 
ercises of six, eight, and more movements. Fur- 
thermore, some exercises can be arranged in 
which arm bending and stretching (or the reverse) 
are executed in quick succession without inter- 
ruption, also changes of arm positions. 

1. Arm raising forward-upward ; change to 
backward and upward position ; arm lowering 
forward, same, but arm swinging to backward 
and immediately again to upward position. 

2. Arm raising sideward; arm bending forward; 
arm stretching sideward ; arm lowering. 

3. Arm raising sideward in ulnar position ; 
arm bending to neck-rest position ; arm 
stretching sideward ; aritl lowering. 

4. Arm raising forward-upward; arm bending 
and immediately arm stretching forward; 
change to upward position; arm lowering 
forward. 

5. Arm raising sideward-upward ; arm bend- 
ing and immediately arm stretching side- 
ward ; change to upward position ; arm 
lowering sideward. 

Leg Exercises with and without Arm Exercises 

6. Back-step left with arm raising sideward- 
upward; knee bending left with arm bend- 



106 PHYSICAL TRAINING 

ing (Fig. 16) ; knee stretching with arm 
stretching upward (second and third move- 
ments repeated); closing-step left with arm 
lowering sideward. 
7. (a) Fall-out left forward with arm bending ; 
arm stretching upward ; arm bending ; closing- 
step left with quarter turn 
right and arm lowering ; and 
repeat three times. 
(b) Fall-out left sideward with 
arm bending ; arm stretching 
sideward (upward) ; arm bend- 
ing ; closing-step left with arm 
lowering. 
8. (a) Lay-out left sideward with 

Fig. 16. V / J 

arm raising sideward-upward ; 
closing-step left with arm lowering side- 
ward. 

(b) Lay-out left forward with arm raising 
sideward (forward-upward) ; closing-step left 
with arm lowering (forward) . 
9. (a) Lay-out left forward with arm raising 
sideward ; arm bending forward ; arm 
stretching sideward ; closing-step left with 
arm lowering. 

(fe) Lay-out left sideward with arm raising 
sideward-upward ; arm bending to neck- 
rest position (Fig. 17^ p. 107); arm stretching 




LEG AND ARM EXERCISES 107 

upward; closing-step left with arm lowering 
sideward. 

10. Lay-out left forward (backward, sideward) 
with arm raising sideward; closing-step left 
to heel raising with arm bending ; lowering 
(3 and 4 parts). 

11. As in 10, but the closing-step to deep knee 
bending with arm stretching forward. 

12. Fall-out left sideward (forward) with arm 
bending; change of 
knee bending with arm 
stretching upward (4 
parts). 

13. Leg swinging left for- 
ward; backward; for- 
ward and leg lowering 
left. 

14. (a) Leg raising left for- 

Jc IG. 17. 

ward wdth arm raising 

forward ; change to backward position left with 
change to upward position of arms (4 parts). 
(b) Also beginning with leg raising left back- 
ward and arm raising sideward and change 
to upward position of arms (4 parts). 

15. (a) Front-step left to heel raising right with 
arm raising forward-upward ; leg raising 
right backward with change to sideward 
position of arms (4 parts). 




108 PHYSICAL TRAINING 

(b) Side-step left to heel raising right with 
arm raising sideward-upward ; leg raising 
right sideward with change to sideward posi- 
tion of arms (4 parts). 

(c) Back-step left to heel raising right with 
arm raising forward-upward ; leg raising 
right forward with change to sideward posi- 
tion of arms (4 parts). 

16. (a) Two steps and jump forward vdth arm 
raising forward. 

(6) Front-step left and jump forward with 
quarter turn left (4 times). 

Combining Trunk Exercises with Leg and Arm 

Movements 

The addition of arm movements to those of the 
trunk should take place only exceptionally. As 

a rule it is sufficient to com- 
bine the trunk exercises with 
the leg exercises or execute 
them with arm movements; 
for instance^ trunk bending, 
trunk stooping, trunk twist- 
ing in stride position, in the 
three step positions, or in 
the normal position, with 
arm bending (upward), arm 
raising sideward, upward, or bending to neck-rest. 




COMBINED EXERCISES 



109 




Fig. 19. 



17. (a) Front-step left with arm raising for- 
ward-upward ; trunk stooping (trunk bend- 
ing) for ward (repeat) (Fig. 18). 

(b) Side-step left with arm rais- 
ing sideward-upward ; trunk 
bending left sideward (repeat). 

(c) Back-step left with arm 
raising sideward-upward ; trunk 
bending backward with arm 
bending upward (repeat). 

(d) Front-step left with arm 
raising sideward ; trunk twist- 
ing left; arm bending forward (Fig. 19); arm 

stretching sideward ; trunk 
turning forward ; closing 
step left with arm lowering. 
(e) Front step left with arm 
raising sideward ; trunk 
bending left sideward (re- 
peat). 
18. Trunk bending backward ; 
trunk stooping forward ; 
trunk bending forward ; 

trunk stretching, then twice deep knee 

bending. 
19. In side-step position. 

(a) Arm raising sideward upward ; trunk 

stooping forward (Fig. 20) ; arm bending ; 




110 PHYSICAL TRAINING 

arm stretching upward ; trunk stretching ; 

arm lowering sideward. 

(b) Arm raising sideward-upward ; trunk 
bending left sideward ; arm bending to neck- 
rest position and so on. 

(c) Arm raising forward-upward and trunk 
bending backward; change to sideward in 
dorsal position and upward position of arms 
(repeat) ; trunk stretching and arm lowering 
forward. 

(d) Trunk turning left with arm raising 
sideward in ulnar position; arm bending to 
neck-rest position (repeat). 

Note. — To follow exercises (a) to (d) : Knee bending 
left and repeated change of knee bending. 

20. Change of trunk stooping forward and trunk 
bending forward (4 parts), then knee raising 
left; leg stretching left forward; knee rais- 
ing left; lowering left. 

21. (a) Arm raising sideward-upward ; trunk 
bending forward downward with change to 
forward position of arms (Fig. 21) ; trunk 
stretching with change to upward position of 
arms ; arm lowering sideward. 

(b) Arm bending ; trunk bending left side- 
ward with arm stretching upward (4 parts). 

(c) Arm raising sideward in ulnar position; 




TRUNK BENDING 111 

trunk bending backward with arm bending 
to neck-rest position (4 parts). 

(d) Arm raising backward; trunk stooping 
forward with change to upward position of 
arms (through downward posi- 
tion) (4 parts). 

(e) Arm raising sideward ; trunk 
turning left with arm bending 
forward (4 parts). 

22. Arm raising backward ; trunk 
stooping forward with change 

. .^. r Fig. 21. 

to upward position oi arms 
(through downward position); arm swinging 
to backward and immediately again to up- 
ward position (repeat). 

C. EXERCISES ON APPARATUS 

The rest and suspension (hang) can be 
executed with stretched or with bent arms, as 
can the swinging. Where, in an exercise, we 
speak of restj and of hang, it is always understood 
rest and hang with stretched arms. The same 
applies to swinging forward and backward; fore 
and rear sivinging means swinging with stretched 
(extended) arms. On the parallel-bars swinging, 
with a few exceptions, always begins from the 
cross-standing position. 



112 



PHYSICAL TRAIXIXG 



Cliimbing Poles 
texth year 

Inclined Poles 

The grasping or clinching of the poles T\dth the 
legs is called the climbing-clinch, Climbing-chnch 
left indicates that the left foot is in front of the 

pole and of the right foot (and 
the reverse). The hold of the 
hands on poles we call the 
grasp. In climbing the hands 
move either hand after hand 
or both hands move simulta- 
neously. 

■^^^" "'■ Starting position: Toe stand 

wdth arm oblique backward and eyes upward. 

1. Hanging on two poles (repeat); also wdth 
inter- jump. 

2. With grasp in head height : Jump to bent- 
hang on one pole with climbing-chnch left 
(Fig. 22) (repeat). 

3. From bent -hang on one pole with climbing- 
chnch left : Inter-jump (^athout releasing 
grasp) to same hang position with climbing- 
clinch right (repeat). 

4. Climbing on one pole with either chmbing- 
chnch and either grasp-over ; climbing down- 




BENT-HANG 



113 



ward. (The movements follow in opposite 
way to the climbing upward.) Another safe 
way of the back movement is the following: 
In climbing-clinch position the knees are raised 
as much as possible (Fig. 22). In sliding 
body downward hand after hand grasps lower. 
Use exclusively one of these two back move- 
ments. 



Vertical Poles 

5. and 6. Practice as in 1 and 2 on the inclined 
poles. 

7. In bent-hang on one pole : Change of 
cUmbing-clinch left and right. 

8. In bent-hang on one pole with 
chmbing-clinch left : Release and 
regain hold of one hand. 

9. Climbing on one pole with either 
climbing-clinch and either grasp- 
over ; climbing downward. 

10. Bent-hang with grasp on two 
poles in head height and press- 
ing legs against them (Fig. 23); 

the same several times with inter-jump. 

11. Bent -hang ^4th grasp on two poles and press- 
ing legs against them : Jumping down to 
deep knee bending and jump forward to 
fall-hang. 




Fig. 23. 



114 PHYSICAL TRAINING 

12. Climbing with grasp on two poles and press- 
ing legs against them ; climbing downward. 

ELEVENTH YEAR 

Inclined Poles 

1. In hang position on two poles : Knee rais- 
ing left. 

2. From bent-hang with grasp over head on two 
poles: Several times inter-jump to the same 
hanging position. 

3. Climbing on one pole with either climbing- 
clinch and grasp ; climbing downward. 

Vertical Poles 

4. In bent-hang with pressing of legs against 
poles (Fig. 23) : Releasing and regaining 
hold of one hand. 

5. In hang on two poles: Knee raising left. 

6. Climbing on one pole with either climbing- 
clinch and grasp ; climbing downward. 

TWELFTH YEAR 

Inclined Poles 

1. From bent-hang on one pole : Several times 
inter-jump to same hanging position. 

2. In bent-hang on two poles : Knee raising 
left ; also lower leg raising left. 



THE THREE GRIPS 115 

3. Climbing on one pole with change of climb- 
ing-clinch with each pull, either grasp-over 
of hands; climbing downward. 

4. Climbing to top of one pole with either climb- 
ing-clinch in least possible pulls; climbing 
downward. 

Vertical Poles 

5. From bent-hang on two poles; several times 
inter-jump to same hang position. 

6. Climbing on one pole with change of climb- 
ing-clinch with each pull and either grasp- 
over of hands ; climbing downward. 

7. Climbing on one pole with either climbing- 
clinch, moving both hands simultaneously ; 
climbing downward. -^ 

8. In bent-hang on two poles : Change of climb- 
ing-clinch on left and right pole. 

Horizontal Bar 

The grips used In these various exercises are : 

(a) Ordinary grip; knuckles turned to the rear, 
thumbs around bar. 

(b) Reversed grip; knuckles turned forw^ard, thumbs 
around bar. 

(c) Combined grip; a combination of the two. 



116 



PHYSICAL TRAINING 



TENTH YEAR 

Bar : Hip to Chest High 

Starting position : Side-stand forward with or- 
dinary grip. 
1. Running forward to fall-hang (Fig. 24) ; 
running back to side stand (repeat). 





Fig. 24. 



Fig. 25. 



Jump forward to fall-hang ; jump backward 
to deep knee bending (repeat) ; stretching. 

3. Jump forward to fall-hang ; re- 
lease left hold and quarter turn 
to side-fall-hang (Fig. 25) ; turn- 
ing back with retaking hold left; 
jump backward to deep knee 
bending. 

4. Jump to rest (Fig. 26) (repeat); 
Fig. 26. also with inter-jump. 




HORIZONTAL BAR 



117 



5. Jump to rest ; change of fall-hang and rest 
position by inter-jump (repeat). 

6. In rest position : Trunk lowering forward, 
hands in firm grasp, with aid of a comrade 
(Fig. 27) (repeat). 




Fig. 27.^ 

7. Jump forward to fall-hang ; leg raising left 
(repeat) ; jump backward to deep knee 
bending. 

Bar : Head High 

Starting position : Cross-stand with combined 
grip, 

8. Knee hanging right on right side of bar 
(repeat) (Fig. 28). 

9. Knee hanging left on left side of bar ; change 
from knee hanging right to left by inter-jump 
(repeat). 



118 



PHYSICAL TRAIXIXG 



10. In knee hang position left : Several times 
arm bending (or releasing hold of left hand). 

Bar in Jump Reach 

Starting positioji : Side-stand underneath bar. 
All exercises to be executed ivith ordinary grip. 

11. Hang (repeat) ; also with inter-jump. 




Fig. 28. 



12. In hang : Knee raising left (repeat). 

13. In hang : Lower leg raising left (repeat) 

14. TraveUng left sideward in free style. 



ELEVENTH YEAR 

Bar: Hip to Chest High 

Starting position : Side-stand forward. 

1. Jump to rest with reversed grip ; lowering 
forward to stand. 

2. With reversed grip and bent arms : Leg 
raising left backward ; leg swinging (once 
or twice) to bent-knee-instep-balance-hang 
(Fig. 29, p. 119). 

3. In rest with ordinary grip : Trunk lowering 
forward; hands in firm grasp, with aid of 



BALANCE HANG 



119 



comrade ; head turning left (repeat) ; trunk 



raising. 



4. Rest with ordinary grip ; lowering forward 
to deep knee bending ; jump forward to 
fall-hang ; change of grip left, 
twice; jump backward to stand. 

5. From bent-knee-instep-balance- 
hang with reversed grip : Lower- 
ing to deep knee bending; jump 
forward to fall-hang ; jump 
backward to position. 

6. Jump forward to fall-hang 

with ordinary grip ; arm bending (repeat). 

7. Swinging in left-outer-knee-hang with ordi- 
nary grip (Fig. 30). 




Fig. 29. 




Fig. 30. 



Bar : Head High 

Starting position : Side-stand forward. 

8. Bent-hang with reversed grip (Fig. 31) (re- 
peat) ; also with inter-jump. 

9. Swinging in bent-hang with reversed grip, 
after second rear-swing downward jump. 



120 



PHYSICAL TRAINING 



10. With reversed grip : Leg raising left back- 
ward; leg swinging once or twice to bent- 
knee-instep-balance-hang; leg lowering with 
arm bending. 

11. Swinging in left-outer-knee-hang with ordi- 
nary grip (repeat); front-knee-swing to sit- 
ting on left thigh (Fig. 
32^ p. 121); lowering back- 
ward to knee hang and 
jumping down. 




Fig. 31, 



Bar in Jump Reach 

All exercises are executed with 
ordinary grip. 

12. (a) In hang : Knee raising 
left ; lowering left with 
simultaneous, knee raising 
right, etc., in beats. 

(6) In hang : Leg raising left ; lowering 
left with simultaneous leg raising right, etc., 
in beats. 

13. In hang : Change of grip to reversed grip. 

14. Successive releasing and regaining hold (with- 
out jumping down). Hand raising as high 
as possible. 

15. From side-stand behind the bar : Jump to 
fore-swing in hang position and jumping 
down forward (repeat). 



HORIZONTAL BAR 



121 



16. From side-stand behind the bar : Jump to 
swinging in hang position and after the first 
(second) rear-swing jumping downward. 



TWELFTH YEAR 

Bar : Chest High 

Starting position : Side-stand forward, ordinary 
grip, 

1. From rest: Inter-jump to fall-hang; leg 
raising left forward with arm bending (re- 
peat) ; jump back- 
ward to stand. 

2. In rest: Trunk low- 
ering forward, hands 
in firm grasp, with aid 
of comrade; releasing 
of grip (arm bending 
or arm raising side- 
ward) (repeat) ; trunk 
raising. 

3. With reversed grip : Leg swinging left and 
with the second fore-swing circle-up-swing 
to rest. 

4. In bent-knee-instep-balance-hang : Squat left 
to knee hang ; squat to bent-knee-instep- 
balance-hang. 

5. Swinging in left-outer-knee-hang (between 




Fig. 32. 



122 



PHYSICAL TRAINING 



hands) and with the first (second) rear-swing 
front-knee-swing ; lowering backward to knee 
hang and jumping down (squat left to jumping 
down). 

Bar : Head High 

Starting position : Side-stand forward, 
6. Bent-hang with reversed grip (repeat); also 

with inter-jump. 
Swinging in bent-hang with 
combined grip and after second 
(third) rear-swing jumping 
down. 

8. With reversed grip and 
stretched arms : Layout 
left backward; closing-step 
right to arch hang stand- 
ing position (Fig. 33) ; 
fall-out left forward and 
closing-step right (repeat). 
9. With ordinary grip : Under swing to deep 
knee bending (repeat). 

10. Swinging in bent-hang with combined grip and 
jumping down with the second fore-swing. 

Bar in Jump Reach 

11. In hang with ordinary grip : Knee raising 
left; leg stretching left forward and lowering; 
jumping down with quarter turn. 




Fig. 33. 



SWISS BOOM 



123 



12. In bent-hang with reversed grip : Lowering 
to stretch-hang. 

13. From side-stand behind the 
bar: Jump to swinging in hang 
with ordinary grip and after the 
second (third) rear-swing jump- 

14. From side-stand behind the bar: m^^ 
Jump to moderate swinging in 
hang with ordinary grip and 
with the second fore-swing 
jumping down forward with quarter turn, 




Fig. 34, 



Swiss Boom 



TENTH YEAR 



Boom : Hip High 

Starting position : Side-stand forward with grasp 
on pommels. 

1. Jump to rest (Fig. 34) (re- 
peat); also with inter-jump. 

2. Kneehng left between pom- 
mels (Fig. 35) (repeat); also 
with inter-jump. 

3. Kneeling with both legs (re- 
FiG. 35. peat) ; also with inter-jump. 




124 



PHYSICAL TRAINING 



ELEVENTH YEAR 

Boom : Hip High 

The same starting position as for the tenth year. 
. Jump to rest with flinging left leg outward 
and resting left foot on boom (repeat); also 
with inter-jump. 
. Squatting-mount left between pommels (re- 
peat); also with inter- 
jump. 

3. Kneeling-mount on 
both knees ; jumping 
down forward (daring 
jump). 

4. Squatting- vault left to 
sitting on left thigh ; 
squatting dismount to 

stand (repeat) ; also with inter-jump. 

5. From squatting-mount position of both legs : 
Inter- jump to the same position (repeat) ; 
leg stretching forward to jumping down. 

6. Squatting-vault (releasing of grasp only after 
stretching of legs). 




Fig. 36. 



TWELFTH YEAR 



Boom : Hip High 

Starting position as in tenth year. 
1. Squatting-mount left between pommels with 



STRADDLE-MOUNT 125 

resting of right foot on boom (leg stretched) 
(Fig. 36) (repeat ) ; the same with inter- 
jump. 

2. Squatting-mount between pommels ; leg 
stretching forward left; alternate leg stretch- 
ing (repeat) ; jumping down forward. 

3. After short running start 
squatting-vault to sitting posi- 
tion; jumping down forward. 

4. After short running start 
squatting-vault (executed like 
preceding number 6). 

5. Jump to momentary rest with 
flinging left leg outward (re- 
peat). 

6. Fhnging left leg outward to ^'''- ^^• 
straddle-mount beside the pommels (Fig. 37); 
dismounting left sideward. 

Exercises of Posture on Apparatus 
swiss boom, horizontal bar 

Knee to hip high 

These exercises may be used at liberty in place 
of the second part of the free standing exercises. 
The number of pupils to work simultaneously 
depends on the available apparatus and then on 
the exercises, whether they are to be executed 




126 PHYSICAL TRAINING 

from side or cross-stand with the necessary inter- 
val of at least one step from pupil to pupil. 

Tenth Year 

(Body leaning against boom, hands on hips.) 

1. In side-stand forward : Trunk stooping ; 
also trunk bending forward. 

2. In side-stand backward : Trunk bending 
backward. 

3. In cross-stand : Trunk bending left side- 
ward. 

Eleventh Year 

(Body leaning against boom.) 

1. In side-stand forward with arm bending 
upward (forward, neck-rest, or stretch posi- 
tion) : Trunk stooping (also bending for- 
ward) . 

2. In side-stand backward with arm position 
as in exercise 1 : Trunk bending forward. 

3. In cross-stand with arm positions as in ex- 
ercise 1 : Trunk bending left sideward. 

Twelfth Year 

(Body leaning on boom, hands on hips.) 
1. In side-stand forward: Left leg raising 
backward with trunk lowering (bending) 
forward. 



PARALLEL BARS 127 

2. In side-stand backward : Left leg raising 
forward with trunk lowering backward. 

3. In cross-stand : Right leg raising sideward 
with trunk lowering left sideward. 

Parallel Bars 

The exercises in fall-hang position described 
on horizontal bar may also be executed on parallel 
bars. 

Tenth Year 
Bars: Hip to Chest High 

1. From side-stand outside : Jump to rest (re- 
peat) : also with inter- jump. 

2. From cross-stand : Ju^np to 
rest (Fig. 38) (repeat) ; the 
same with inter-jump. 

3. From cross-rest : Change of 
side- and cross-rest position 
by inter- jump with quarter 
turn. 

4. Swinging in rest and at the first 
rear-swing jump downward. ^^^' ^^' 

5. From side-stand inside : Rest on the front 
^ bar ; trunk lowering forward with firm grasp 

of hands and support of legs on rear bar 
(Fig. 39) (repeat). 




128 



PHYSICAL TRAINING 



6. From side-stand outside : Jump with quar- 
ter turn right to outer-cross-mount in front 
of right hand; grasp on both bars (Fig. 40). 




Fig. 39. 



Eleventh Year 

Bars : Hip to Chest High 

1. From side-stand outside : Jump with quar- 
ter turn left to outer-cross-mount in front of 

left hand ; inter-jump to 
same (or opposite) position. 

2. From side-stand outside : 
Outer-cross-mount as in 1; 
leg swinging forward and 
rear-swing to jump down- 
ward. 

3. From the side-stand inside : 
Jump to rest on the front 
bar; trunk lowering forward 

with firm grasp of hands and support of legs 
on rear bar ; head twisting left ; head twist- 
ing forward ; trunk raising. 




Fig. 40. 



PARALLEL BARS 



129 



4. Swinging in rest and at the second rear- 
swing jump downward. 

5. Swinging in rest and at the second forward 
swang straddle-mount in front of right hand 
(Fig. 41) ; rear- 
swing to jump 
downward. 

6. From side -stand 
inside : Sitting on 
rear bar ; trunk 
lowering backward 
with firm grasp of 
hands and instep- 
support of legs on Fig. 41. 
front bar (repeat) (Fig. 42). 

7. Swinging in rest ; at th^ second fore-swing 
straddle-mount in front of both hands ; rear- 
swing to jump downward. 

8. Swinging in rest ; at the second fore-swang 





Fig. 42. 



straddle-mount in front of left hand ; inter- 
swing to straddle-mount in front of right 
hand ; dismounting right sideward. 



130 



PHYSICAL TRAINING 



Twelfth Year 

Bars : Hip to Chest High 

ST\'inging in rest and at second fore-swang 
outer-cross-mount in front of left hand ; 
jump downward left sideward. 
Swinging in rest and at the second fore-swing 
front-vauh left (Fig. 43). 
From side-stand outside : Outer-cross-mount 
in front of left hand ; inter-swing to same 

mount in front of 
right hand ; inter- 
swing to front -vault. 
Fromi side-stand in- 
side : Jump to rest 
on front bar ; trunk 
^^^' ^^' lowering forward 

wdth support of leg on back bar; trunk bend- 
ing forward with arm bending upward; trunk 




stretching: 



& y 



graspm^ 



2: and trunk 



raismg 



jump downward with quarter turn right ; 
straddle-mount in front of left hand ; change 
to straddle-mount in front of right hand ; 
inter-swdng to front-vault left. 
Swinging in rest and at the second rear-swing 
straddle-mount in rear of left hand ; inter- 
swing to straddle-mount in rear of right 
hand ; dismounting right sideward. 



REAR-VAULT LEFT 



131 




Fig. 44. 



6. Swinging in rest and at the second rear-swing 
rear-vault left (Fig. 44). 

7. Swinging in rest and at the second rear-swing 
straddle-mount in rear 
of both hands (Fig. 45) ; 
inter-swing to rear- 
vault left. 

8. From side-stand in- 
side: Sitting on the 
rear bar; trunk lower- 
ing backward with arm 

bending upward (or arm rais- 
ing sideward) and support of 
legs on front bar. 
9. Swinging in rest and at the 
second re^r-swing straddle- 

mount in rear of both hands; 

w \A releasing grasp with slight 

*^ *" trunk lowering forward; press- 

ing of heels against and un- 
derneath bars ; grasping and 
swinging in rest; at second 







Fig. 45. 



rear-swing rear- vault left, 



132 



PHYSICAL TRAINING 



Stall Bars 

Tenth Year 

1. In cross-stand with grasp of the inner hand 
on one bar : 

(a) Change of toe stand and deep knee 
flexion. 

(b) Knee raising left. 

(c) Leg raising left for- 
ward (sideward, backward). 
From side-stand forward : 
Climbing upward and 
downward (left hand and 
right leg simultaneously, 
then same with right hand 
and left leg) . 

In side-stand backward 
with left foot on third bar, 
hands on hips (Fig. 46) : 

Knee bending right (repeat). 
From side-stand forward on second bar : 
(a) Downward jump (firm grasp) (repeat). 
(6) As in (a) with inter-jump (repeat). 

5. In backward hanging position on upper bar : 
Change of standing (heels) and hanging posi- 
tion on one bar. 

6. As in 5, but in hanging position forward 
(toward apparatus). 




Fig. 46. 



4. 



STALL BARS 



133 



7. In cross-stand on third bar, left foot on bar and 
left arm bent : Leg and arm raising right 
sideward with arm stretching left (Fig. 47) ; 
downward jump 
right sideward 
(left hand keeps 
grasp). 

8. As in 7; but from 
higher bar and releas- 
ing grasp at jump- 
ing. 

9. In side-stand forward 

with grasp shoulder 

high: Change of toe and heel stand 

(also knee raising left). 

'«» 
Eleventh Year 

1. In cross-stand with grasp of inner hand 

Fig. 47. 

on one bar : 

(a) Knee raising left with toe stand right. 

(b) Leg raising left forward (sideward, back- 
ward) with toe-stand right. 

(c) Leg raising left forward (sideward, back- 
ward) with knee bending right. 

2. In side-stand backward left foot on third 
bar, hands on hips (bend, neck-rest, 
stretch positions of arms) : Knee bending 
right. 




134 PHYSICAL TRAINING 

3. From side-stand forward on one bar, left 
foot on bar in support of body: 

(a) Jumping backward downward (with firm 
grasp) (repeat). 

(6) As in (a) with inter- jump (without and 
with change of support). 

4. In backward hanging position on upper bar : 
Knee raising left. 

5. In forward hanging position on upper bar: 
lower leg raising left. 

6. In side-stand forward on one bar or on the 
floor with grasp shoulder high : Knee bend- 
ing (knee outward^ leaning against apparatus ; 
body should not leave apparatus, should be 
upright and not fall backward, elbows kept 
sideward, chest close to apparatus). 

7. As in 6 and trunk stooping (bending back- 
ward) while knee stretching, at the same time 
arm stretching. 

8. In cross-standing with support of left foot 
(left knee bent) and hands on hips : 

(a) Trunk bending right sideward. 

(b) As in (a) with bend (neck-rest) position 
of arms. 

9. From side-stand backward : Front-leaning- 
rest with placing of feet on stall bars, body 
horizontal. 



STALL BARS 



135 



2. 



3. 



Twelfth Year 

In cross-stand with grasp of inner hand on 

one bar: 

(a) Leg raising left backward with trunk 

lowering forward. 

(6) Leg raising left forward with 

lowering backward (eyes upward). 

In backward hanging on upper bar 

raising left forward. 



trunk 



Leg 




Fig. 48. 



In forward hang- 
ing on upper bar : 
Lower leg raising. 
(Raising to be exe- 
cuted rapidly, low- 
ering slowly.) 

4. In side-stand for- 
ward on fourth or 
fifth bar with left foot on bar and grasp 
shoulder high : 

(a) Knee bending left. 

(h) As in (a), but while knee stretching trunk 
stooping (trunk bending backward) and at the 
same time stretching of arms. 

5. In cross-standing with left foot on bar (both 
legs straight) and hands on hips: 

(a) Trunk bending right sideways. 

(6) As in (a), with bend (neck-rest) position. 



136 



PHYSICAL TRAINING 



6. In side-stand forward, left foot on bar and 
hands on hips: Knee bending right with 
trunk lowering backward (Fig. 48). 

7. From side-stand backward : Stoop fall posi- 
tion with feet on stall bars ; head twisting left. 

8. Span-bending, 

(a) From side-stand backward : The fol- 
lowing exercises are performed with the pupil 





Fig. 49. 



Fig. 50. 



first at a distance of one foot, then increasing 
distance to three feet: Arm, raising forward- 
upward and trunk bending backward with 
touching of index finger on one bar (span- 
bending) (Fig. 49) (the body falls backward, 
the point of gravity is in rear of heels, fingers 
and wrists straight, strong pressure against 
bar) ; trunk bending forward downward. 



BALANCE EXERCISES 137 

(b) As in (a), but with grasp on one bar, 
whereby the wrist is bent shghtly backward 
(grasp either on bar which was touched with 
the index (exercise (a)) or one bar lower); 
trunk bending forward downward. 

(c) As in (a) and (6) in stride position : 
Trunk bending forward downward. 

(d) As in (a) to (c) heel raising (Fig. 50) ; 
lowering ; trunk bending forward downward. 
Exercises (a) to (d) should be repeated fre- 
quently in the higher grades. To make span- 
bending effective, an absolute careful and 
exact execution is necessary. Faulty execu- 
tion is harmful and even dangerous. 

Long Bench (Swiss Boom) 

Tenth Year 

A. Balance Exercises 
(On reverse bench or balance beam.) 

In beginning, the exercises are practiced on 
4 benches or balance beams, whereby the pupils 
join hands. Gradually the grasp can be omitted. 

1. Follow step forward. 

2. Balance walk forward and backward. 

3. Balance walk forward with pointing toes of 
same foot before stepping. 

4. Walking sideways (pupils face each other 



138 PHYSICAL TRAINING 

and each pair joins hands for preparatory 
walking) . 

B. Jumping over the Bench or Swiss Boom 

The pupils (4^ 6^ 8) are assembled in side-stand 
forward with joined hands. 

5. Stepping left on bench and jump down for- 
ward; the same on the next bench while the 
second 4 (6^ 8) step on the first bench (beam); 
etc. 

6. Two (3) starting steps and jump over the 
bench. 

Essential Bench Exercises (Boom) 

7. In straddle-mount on bench : 

(a) Trunk stooping (trunk bending back- 
ward). 

(6) Trunk bending left sideways, 
(c) Trunk turning left. 

8. In cross-stand, left foot on bench, legs 
stretched : Trunk bending right sideward. 

9. Front-leaning-rest with rest of hands on bench. 

Eleventh Year 
A. Balance Exercises 

1. Follow step backward. 

2. Walking backward T\dth pointing toes of 
samxe foot before stepping. 



BENCH EXERCISES 139 

3. Balance walk forward and backward. 

4. Pointing toe left forward ; lowering to the 
whole sole ; also right. 

5. Leg raising left sideward (high) ; front-step 
left ; also right. 

B, Jumping over the Bench {Siciss Boom) 

6. Mounting left with leg raising right back- 
ward ; jump down forward. 

7. Front-step left and immediately jump over 
bench. 

C. Essential Bench Exercises (Boom) 

8. In straddle-m.ount on bench with bend (for- 
ward) or sideward position of arms: 

(a) Trunk stooping (trunR bending backward). 
(6) Trunk bending left sideways, 
(c) Trunk turning left. 

9. In cross-standing with bend position of arms, 
left foot on bench, legs stretched : Trunk 
bending right sideward. 

10. In side-stand, left foot on bench : Trunk 
bending backw^ard (trunk stooping (bending) 
forward). If foot is planted on whole sole, 
the knee is bent slightly ; otherwise both 
legs are stretched. 

11. Side-leaning-rest with rest of left hand on 
bench. 



140 PHYSICAL TRAINING 

Twelft?L Year 
A, Balance Exercises 

1. Balance walk forward and backward, also 
with arm movements. 

2. Walking with alternate knee bending and 
stretching of standing leg (minuet step). 

3. Knee raising left ; leg stretching left for- 
ward ; stepping, etc. 

4. Walking right sideward with follow step left 
to left knee bending. 

B. Jumping over the Bench (Boom) 

5. Three (four) starting steps and jump over 
the bench. 

6. Jump from both feet over the bench. 

C Essential Bench Exercises (Boom) 

7. In straddle-mount on bench with neck-rest 

(stretch) position of 
arms : Trunk bend- 
ing left sideways. 

8. In cross-stand with 

stretch position of 

arms, left foot on 

^'''- ^^' bench, legs stretched : 

Trunk bending right sideways. 

9. In side-stand with stretch (neck-rest or for- 




JUMPING 141 

ward) position of arms, left foot on bench : 
Trunk bending backward ; trunk stooping 
(bending). 

10. Back-leaning-rest with rest of hands on bench 
(Fig. 51). 

11. Change of front-, side-, and back-leaning-rest 
by turning. 

D, ATHLETICS 

The method of athletic training in schools must 
aim at an effect upon the mass, not the individual. 

The Manual of Physical Training of the United 
States Army expresses the spirit in which this 
training ought to be given and taken, in the 
following excellent words r**^^ Athletic training 
should have an applicable value, be educational, 
and not spectacular, for it is the ability of the aver- 
age of the mass that determines the efficiency of a 
unit of men,^^ 

1. Jumping 

Jumping offers exercises of practical use in civil 
life as well as in military service. Therefore, the 
main object of this part of training must be the 
clearing of obstacles such as would confront us 
in the field. To gain this end a careful, systematic 
training and a constant practice are necessary. 



142 PHYSICAL TRAINING 

Suitable exercises of training in jumping must 
therefore be twofold, first those of schooling and 
second those of applied jumping. 

Preceding the first are preparatory exercises 
to be used between free-standing exercises. In 
schooling we should not look for great stunts, 
but correct performance of exercises. The prac- 
tical jumping will subsequently show the bodily 
and mental abilities acquired by schooling. 

Only by constant practice is one able to increase 
his skill in jumping ; and it is, therefore, essential 
to have it in some form, either broad or high jump, 
as a basic part of every gymnastic lesson. 

Success in jumping depends on the correct per- 
formance of starting, take-off, vaulting, and land- 
ing. For broad jump the following rules should be 
strictly observed : 

In starting, run straight ahead, with steady 
paces, gradually increasing in rapidity until reach- 
ing the height of velocity during the last two or 
three steps, directly before the take-off. Do not 
run more than 30-40 feet, and leap off with one 
foot. Jump without hesitation, so as to make the 
start and jump appear as of one continuous motion. 
In jumping, one leg fixes, by strong flinging for- 
ward, the height and form of the flight, which must 
not be too flat. The other leg is to be brought 
up quickly, so that both legs wifl land simultane- 



HIGH JUMP 143 

ously. The arms during the starting run should 
support the advance movement and swing force- 
fully forward while jumping. The landing must 
always be with deep knee bending and stretching. 

For high jump with leaping off from one foot; a 
starting run of 5-6 paces is sufficient. The run- 
ning is to be performed with elastic steps, not flat- 
footed. In jumping, the free leg swings upward 
while the other is pulled up to same height as 
quickly as possible ; at the same moment the arms 
are swung forward and upward. After clearing 
the obstacle, the legs are brought together and the 
body stretched from the former contracted posi- 
tion while vaulting. 

It is absolutely necessary that in all jumping 
the landing takes place on the^ball of the foot, the 
feet being joined as in position of attention. So 
as to get used to landing steadily and with knee 
bending, the pupils should in the beginning remain 
in knee bending position with arms raised forward, 
the stretching to be performed by command. 

No jumping board should be used ; but the mark 
at which the jumping begins is to be distinctly 
visible so as to enable the jumpers to estimate 
distances easily. Pupils are limited to a take-off 
at exactly the marked place. For the jumping 
exercises a soft landing place must be provided in 
all practice grounds. It not only protects the 



144 PHYSICAL TRAINING 

jumpers from landing with a jarring force but also 
prevents slipping. The position for the class has 
to be chosen so as to enable each pupil to observe 
easily the other performers ; it is^ therefore, ad- 
^dsable to form a line parallel to the jumping 
cord. 

The facilities for jumping should allow a large 
number of pupils to practice simultaneously. 
If the capability varies much, the cord or boom 
may be placed in inclined position, i.e., higher 
on one side. 

A. SCHOOLING 

Preparatory exercises are found among free- 
standing exercises. 

(a) Broad jump : Two cords on the ground, two 
tapers, two furrows, or two lines mark the place 
of the take-off and the end of the jump ; in the 
gymnasium two mats are used, one to jump 
off, the other to land on. The landing place 
must be soft. 

1. Standing high jump, 24-32 inches (trunk in 
stooping position). 

2. With running start of two or three steps, be- 
ginning left or right, 32-48 inches. 

3. Running start six steps, leaping with either 
foot 48-60 inches, also with longer starting 
run. Use this exercise as competitive work. 



STANDING HIGH JUMP 



145 



(6) High jump, on jump stand with cord; or bal- 
ance beam (4 inches lower). 

1. Standing high jump, 16 inches (knee rais- 
ing) (Fig. 52). 

2. From position, after a short jump forward, 
jump with closed feet 
20 inches. 

3. Two or three steps 
running start, begin- 
left or right, 



nmg 



take-off from either 
foot, 16-20 inches. 
4. Running start about 
20 feet and leaping 
off with either foot, 
20-24 inches. 

B, APPLIED JUMPING 



(a) Broad jump : Fig. 52. 

1. Standing broad jump 

across a ditch, path, or creek. Width of 
ditch 24 inches. 

2. The same, but take-off from one foot and 
a starting run of 20 feet. Width of ditch 
40 inches. 

(6) High jump : 

1. Standing high jump on the Swiss boom, 




146 PHYSICAL TRAINING 

the long bench (Swedish), slope of road, 
height 20 inches. 

2. As in 2 but after short running start and 
take-off from either or both feet, 24 inches. 

3. After short running start and take-off from 
either or both feet, jump over the boom 
T\dth momentary rest on boom with the 
other foot, height 20 inches. 

4. Standing high jump over Swass boom, 
balance beam, over a hedge, etc., height 
12 inches. 

6. After short running start and take-off 
from either or both feet, jump over the 
boom, balance beam, a hedge, etc., height 
20 inches. 
(c) Deejp jump : 

1. From standing mount on Swiss boom, 
jumping down forward, height 32-36 
inches ; also from a slope of a road. 

2. With running start from a slope of a road 
and take-off from either or both feet. 

2. Running 

Here we mention the endurance run and the 
sprint race (dash). 

Endurance run in tracks (cinder or grass-path) : 
By a careful increase of requirements the action 
of heart and lungs is schooled and their proficiency 



SPRINT RACE 



147 



advanced. To enliven the somewhat monotonous 
exercise; a sound spirit of ambition has to be de- 
veloped. Here are some points of advice: 

1. The runner^ with due regard to the length of 
the distance; should not set in with the 
height of power. 

2. He should regulate his respiration (breathe 
slowly and through 
nostrils). 

3. Paces must be long 
and uniform. 




Fig. 53. 



Competitive running 
races (dash or sprint) 
over short distances (SO- 
SO yards) : Competitive 
running is useful; be- 
cause the entire exertion of one's ability is 
generally produced with other participants of 
equal training. 

To obtain an undisturbed contest it is best to 
fix the direction each runner has to take by placing 
pupilS; flagS; or sticks in the respective places 
behind the finishing line. Due regard must be 
given to the start (stooping) (Fig. 53); and to 
a finish with undiminishing velocity. After rac- 
ing; quiet; comfortable walking leads back to 
normal action of the heart and lungs. Should a 



148 PHYSICAL TRAINING 

boy's practice of running be interrupted by sick- 
ness or other causes, he returns to running exercises 
by moderate requirements. 

Return race : The teacher can here control start 
and finish, while for the preceding exercise he en- 
trusts a pupil with the finishing line. 

Racing in pairs with joined hands : Also in return 
race. 

To determine the best runner : The pupils run in 
groups of six to eight. The first ones reaching the 
finishing line decide the winner among themselves 
in a new race. 

To determine the rank of runners : Return race 
of four pupils each. The first classification takes 
place according to the height of the pupils. 
(Marching column.) The best runner receives 
4 points, the last one 1 point. Classify by same 
number of points. During the same lesson not 
more than two races are advisable. Each pupil 
running from 4-6 times and adding his rating will 
furnish the desired classification. 

Circular chase : The class forms a circle (of 
about 10 yards diameter), faces inward, divided 
into groups of 4^ 5, 6 pupils. At the command : 
First group ! (second, third, etc.) the pupils of 
that group step with one step out of the circle and 
according to the order face left or right in flank 
position. At the command : Go ! every one runs 



RELAY RACE 



149 





-^ s^ 'i: _ 



' ^k :k >k- - 

Fig. 54. 



150 PHYSICAL TRAINING 

as often around the circle as indicated by the 
teacher. In running, every pupil tries to reach the 
one running in front of him and with a slight touch 
(not push) to put him out of the game, while on 
the other hand trying himself to escape the pupil 
in the rear. 

Relay race (Fig. 54) : The class is divided in 
groups of 4 to 6, the front ones standing on the 
starting line (sideward open marching column). 
Every runner has 3 balls (stones, sticks, etc.) at 
disposal. In distances of 5, 10, 15 yards (7^, 15, 
22^) the lines are drawn. At the signal : Go ! 
each of the 4 to 6 runners picks up one of his three 
balls, carries it to the first line, places it, runs back, 
picks up the second ball, carries it to the second 
line, the same way the third to the third line, and 
then he runs back. The best runner is honored 
by the teacher calling the name. The rotation 
of lines, on which the deposit takes place, can be 
given free. The next group runs in similar manner 
to bring the balls back. It is also interesting to 
establish which rank contains the most winners. 

Number race : Open groups of 4 to 6 pupils 
(open column of march) take distance of 2-3 yards 
in rear of one another and are counted off by 
numbers. If the teacher calls a number (for 
instance 5), the pupils of this group run backward 
to the left along the file in which they stand, then 



SMALL HAND BALL 



151 



around the last pupil; ahead again along the right 
of the row, around the first pupil, back to their 
place. The first one to reach his place is the win- 
ner. The first and last pupil of each file must keep 
their exact places ; they may aid the runners by 
grasping their hands in turning around. 

3. Throwing 

Throwing exercises are an excellent school for 
eye and hand and pupils delight in 
their practice. They are indis- 






FiG. 55. 



Fig. 56. 



Fig. 57. 



pensable for ball playing. To save time the throw- 
ing takes place against another group or a wall. 

A. EXERCISES WITH THE SMALL HAND BALL 

Exercises as in Course I with greater distances 
between practicing pupils. (See Figs. 55, 56, 57.) 
The thrower tries, by careful consideration of the 



152 PHYSICAL TRAINING 

distance, to throw the ball chest or head high to- 
wards the partner. See Figs. 58, 59, 60. The 
partner moves forward, backward, or sideward, 
rises on his toes, jumps up, or bends down in order 
to catch the ball. 

Competitive far throwing : Increase distance of 
front lines. Pupils not reaching the other line 
with their throw are eliminated. If wind is blow- 





FiG. 59. 

ing, the throwing should be in the same direction 
(by east wind throw is to incline to the east). 

Throwing to a wall : Form groups of 4 to 8 pupils. 
Mark circles on wall (diameter 32-400 inches wdth 
cord and chalk), which serve to determine number 
of hits. With several concentric circles a grading 
by points is possible. The distance shall be in- 
creased according to the ability of the pupils. 

Batting the hall (Fig. 61) : This exercise is of 
fundamental importance for baseball and is recom- 



BATTING THE BALL 



153 



mended for constant practice. (Paper-balls.) 
The batter takes stride position vertical to direc- 
tion of hit. It is advisable to fix a time measure 
to which pupils must become accustomed : Bring- 
ing bat in position, pitching and hitting. (For 
instance : Bat lowered — 1 : Raise it to height 
of shoulder, 2 : Lower it and guide it backward, 




Fig. 60. 



Fig. 61, 



between 2 and 3 at the word ^' and '' throw ball 
with the other hand obliquely forward upward, 
and at 3 : Strike ! — 1 ! 2 ! anc? 3 !) 

In missing hits the pupil should watch whether 
the bat goes under or over the ball ; in the former 
case the throw has to be lower, in the latter higher. 
For practice the pupils are formed into parties of 
4-8. One pupil bats, another holds the balls ready, 
and the rest catch. Of advantage is when sev- 
eral balls are pitched and batted in immediate 
succession. 



154 PHYSICAL TRAINING 

B. EXERCISES WITH THE LARGE BALL 

Throwing and catching : The exercise is practiced 
with small groups catching and throwing, while 
facing each other. If only two balls are available, 
it is advisable to do also some other exercises. 
The position to throw is taken by a front-step left 
and quarter turn right, knee and trunk bending 
sideways (Fig. 62) ; the arm is stretched, the ball 

then forced against the fore- 
arm by strong bending of 
wrist. The inclination of 
the flight to be moderate. 
Throwing should also be 
practiced with a running 
start of 3 steps. Do not 

Fig. 62. , /. . 

catch with hands only (injur- 
ing fingers), but use bent arms raised against chest 
or thighs (Figs. 63 and 64). It is important to be 
in favorable position at the approach of ball. 
Jumping up or deep knee bending may be used 
with advantage. 

4. Pulling and Pushing 

1. Catch and pull tug of war: Any number of 
players may engage in this contest, which is one 
of the best for a large number, containing as it 
does both excellent sport and vigorous exercise. 




TUG OF WAR 



155 




Fig. 63. 



A line is drawn down the middle of the playing 

space. The players are divided into two parties 

and stand one party on either side of the line. The 

game starts on a signal and consists 

in catching hold of an opponent by 

any part of his body, as hand, arm, 

or foot; reaching over the line and 

so pulling him across the boundary. 

Any number of players may try to 

secure a hold on an opponent, and 

any number may come to his rescue 

and try to resist his being pulled 

over the line, either by pulling him 

in the opposite direction or by trying to secure a 

hold on one of the opponents. 

A player does not belong to the enemy until his 

entire body has been pulled over the line. He 
must then join his captors in trying 
to secure players from across the line. 
The party wins which has the largest 
number of players at the end of time 
limits. 

2. Tug of war : The strength of the 
parties depends on the length of the 

rope, inasmuch as every participant has to have 

comfortable space. The center of the rope is to be 

marked (colored ribbon) and is at the beginning of 

the contest over a line scratched in the ground. 




Fig. 64. 



156 PHYSICAL TRAINING 

The party pulling the whole enemy party across 
it is the winner. The contest becomes clearer if 
flags are placed on both sides in the continuation of 
the rope and at the same distance. This flag must 
be grasped by the outer man of a party. After 
a war, the parties may be doubled by combining 
a group each of winners and losers. The weaker 
ones must hold the rope despite threatening de- 
feat ; a sudden let go is treacherous and dangerous 
and therefore forbidden. 

5. Lifting 

Lifting of horizontal bars : 1 . Four pupils step 
to a bar lying on the ground. (Pupils in line 
according to their height.) The second and 
fourth pupil step over the bar and face about. 
Stride position^ toes on bar. Grasping with 
both hands and : 

(a) 1. Lifting chest high ; 2. Lifting to stretch 
position ; 3 and 4 reverse movement. 
Movements 2 and 3 may be repeated. 

(b) The same with grasp of one hand (free hand 
on back). 

Exercises (a) and (b) may be executed by three 
pupils. 
2. Four or three pupils step to the bar (same side). 

(c) As in (a). 

(d) As in (b). 



LIFTING BARS 157 

(e) As in (a) at count 3^ lowering to reach 
position. 

(/) As in (a) at count 1^ lifting to reach posi- 
tion. 

(g) As in (a) at count 1 and 3 to reach position. 

3. Four or three pupils step to the bar, face left 
and take stride position. They grasp the bar 
by knee bending right and reversed grip. 

(h) 1. Lifting to shoulder height; 2, lifting to 
upward position ; 3 and 4 reverse move- 
ment. Movements 2 and 3 may be re- 
peated. Half turn and the exercise al- 
ternately. 

(i) As in (h) 1 and 2, then the left hand grasps 
the bar, 3 lowering to left shoulder and 4 
to downward position ieit. 

4. Six to four pupils in flank line between two bars, 
grasping both bars and 

(k) as in (h). 

Lifting of iron rods : Lifting of two rods by one 
pupil : Exercises a, e^ f, g. Lifting of two rods by 
two pupils : Exercises Z^. to fc. Lifting of three rods 
by two pupils : Exercises c to g. 

6. Climbing 

While the exercises on climbing poles were 
treated formally in the exercises on apparatus, we 
mention them here as a form of motion applied 



158 PHYSICAL TRAINING 

instinctively when the body is to be moved up- 
ward on vertical or inclined objects whereon 
hands and feet can grasp a hold. The climbing- 
clinch is thus of natural aid. Moderation is first 
rule in climbing, because the strain is liable to 
cause overexertion and fatigue, whereby the dan- 
ger of falling down arises. By ^' traveling/' the 
arms alone perform the upward move of the 
body, the large districts of muscles of trunk and 
legs do not take part in it. (This exercise of 
strength does not find much use in practical life.) 

Climbing on trunks of trees of moderate thickness j 
columns, ivooden or iron poles, on masts and tows. 

Determining the best climbers : The winners of 
different parties come in for a final test. The 
results may also be obtained by a stop watch. 

7. Preparatory Exercises for Swimming 

The motions of swimming may be divided into 
two groups : The bending and the pushing oft' of 
arms and legs. The motion is not as simple as it 
appears to be. To insure a moving forward of 
the body, an abundant, slow motion to the rear is 
necessary. The main movement for the arms is 
bending, for the legs — stretching. The latter 
takes more time. The legs remain stretched 
while the arms already begin the extensive mo- 
tion of bending, and vice versa, the arms are al- 



DRY SWIMMING 



159 




swimming motion. 



Fig. 65. 



ready stretched when the legs have to complete 
their outreaching stretch motion. It is in this un- 
simultaneousness that we find the 
difficulty. It cannot be overcome 
when whole classes are bathings be- 
cause the pupils must know exactly 
the playing together of the move- 
ments before they can expect suc- 
cess in the water. This preparation 
is known by the term '' dry swim- 
ming/' and bears the task to bring 
about unconscious execution of the 

Such exercises 
may take the place of free- 
standing exercises. 

A, ARM EXERCISES 

Starting position : Arms bent 
in front of chest; palms down- 
ward, index fingers touching 
each other (Fig. 67, p. 160). 

1. Arm pushing forward (Fig. 
65). 

2. Remain in this arm position 
(meanwhile the movements of closing the legs 
take place). 

3. Slight hand turning outward and change to 
sideward position (Fig. 66). 




Fig. 66. 



160 



PHYSICAL TRAINING 



4. Arm bending to front of chest (starting posi- 
tion). Time : 1 ! 2 ! 3 ! 4 ! The arm exer- 
cise also in trunk stooping position^ and also 
in two counts : 

— n — e ! motion 1 and remain 
(exhaling !). 

T — w — o ! motion 3 and 4 (inhal- 
ing !). 




Fig. 67. 



B. LEG EXERCISES 

Starting position : Left knee raised 
obliquely forward, heel on right thigh 
(Fig. 67). 

1. Leg pushing left sideward, foot 
bent (toes drawn) (Fig. 68). 

2. Leg lowering. 

3. Remain (meanwhile the side- 
ward motion of arms takes 
place). 

4. Knee raising to starting posi- 
tion. Also in counts : 
— n — e ! motions 1 and 2. 
T — w — o ! remaining and mo- 
tion 4. 

Leg exercise also on : 

(a) Horizontal bar or ladder in hanging posi- 
tion. 
(6) In lying backward. 




Fig. 68. 



DRY SWIMMING 



161 



(c) 1. Deep knee bending, 2. Jump to stride 
position, 3. Jump to normal position. 

(d) From front-leaning-rest : 1. Jump to 
squatting stand, 2. Jump to leaning-rest 
with legs straddled; 3. Leg closing. 

C, COMBINING ARM AND LEG EXERCISES 

Starting position as in A and B (Fig. 67). 
The leg exercise is performed by one leg only : 

1. Leo; and arm pushing] _ ,. 

^ T 1 . r exhalmg 

2. Leg lowermg J 

3. Change to sideward position. 

4. Knee raising, arm bending 
in front of chest 

These exercises also in two counts 
— n — e! movement 1 and 2. 
T — w — o ! movement 3 and 4. 
Afterwards in quicker time, 
and also according to leg 
exercises b and c, and in 
lying on a bench (Fig. 69), 
balance beams, and in a 

belt. Apparatus consisting of a chest and a 
two-part leg belt are of good use. 



inhaling 




Fig. 69. 



M 



162 PHYSICAL TRAINING 

E. GAMES 

Chasing the Ball 

a. Two parties facing each other: Two equally 
strong front lines face each other at 4-10 steps 
and pupils two arm lengths apart from one an- 
other. In each line count off in twos, so that a 
number one faces a number two. Each party re- 
ceives a basket ball ; for instance, the guide right 
of the one line the ball for the ones and the guide 




Fig. 70. 

left of the same line the ball for the twos, if the 
number of pupils in one line is even ; if uneven, the 
last pupil of the other line receives the ball for the 
twos. At a given signal the two balls are started 
from opposite ends of the lines and travel in zig- 
zag from the twos of one line to twos of the other 
line and the other ball from the ones of one line to 
the ones of the other line (Fig. 70). 

The party bringing their ball first back again to 
the starting place is the winner. In throwing 
the ball no pupil must be skipped ; only the throw 
from the designated place counts, and nobody 



CHASING THE BALL 163 

should try to prevent the opponent throwing or 
catching the balL The party violating this rule 
is the loser of the game. Each party can be given 
the opportunity to practice the game separately. 

b. In circle : The participants stand either in 
stride position^ so that the feet touch each other, 
or in normal position two arm lengths apart. 
Count off in twos, whereby the parties of ones and 
twos are formed. At the beginning of the game 
the balls are in the hands of two players, who 
face each other in the circle. At a given signal 
the balls are started traveling in the same direction 
but so that the ones only shift their balls and the 
twos theirs. The winner is the party whose ball 
overtook the other. 

The rules of throwing and catching are the same 
as in a. 

A preparatory form of the game would be to 
send the balls around once only, either in the same 
direction or in different ones. The winner is the 
party whose ball reaches first starting place. 

Boundary Ball 

It is the essential contest of this course and re- 
quires team work. Insist on a suitable array of 
the players and do not permit some pupils to mo- 
nopolize the game. 

The ground (Fig. 71, p. 164) is about 84 yards 



164 



PHYSICAL TRAINING 



long and 40 yards wide, rectangular, clean, and 
level. 

At the corners and in the center of the longer 
lines a stake is placed, dividing the place in two 
equal fields, each one of them assigned to a party. 

In the center of the shorter lines two longer 
stakes are placed, 6 yards apart, which form the 
goal the other party tries to take. 

The goal is won, if the attacking party succeeds 
in throwing the ball between the stakes and in 



84 yd. 



Fig. 71. 

the rear of the line. The group winning three 
such throws is the winner of the game. Where — 
it should be so everywhere — the parties are 
always the same, an unfinished game may be 
continued the next day. 

For this game a basket ball may be used. After 
the tossing of a coin decided which party should 
have the first throw, its leader steps 10 paces from 
the center and throws the ball over the heads of 



BOUNDARY BALL 165 

the opponents as near as possible to the enemy 
goaL 

1. During the game the following players are per- 
mitted to throw : 

(a) The one succeeding in catching the ball 
is entitled to 3 steps running start ; 

(b) The one succeeding in pushing the ball 
back while in the air (only permitted with 
hollow ball) throwing from the place where 
the pushed ball rolled to. The opponents 
must not stop the ball. In small places the 
rule may be changed and the ball thrown 
from the place in which it touched the ground. 

2. If the ball flies across the longest boundary or 
outside the goal^ it is thrown by the other party 
at an imaginary parallel -^to the center line, 
drawn through the point where the ball crossed 
the boundary. 

3. If the ball flies through the goal and is caught 
outside, the catcher enters the goal and throws 
from there ; the game continues also if a push- 
ing back through the goal of the ball thrown 
through the goal succeeds. 

4. After each inning the fields are changed and the 
leader of the defeated party starts the game 
anew. 

If played without a goal, the game is decided 
whenever the ball drops behind a boundary line. 



166 PHYSICAL TRAINING 

If the ball is caught across the line or bounced back, 
the game continues. 

For other games we refer to Jessie H. Bancroft's 
Games for the Playground, where the following 
games are described : 

Tag. Catch and Pull Tug of War. Three 
Deep. Relay Ball in Line. 



COUESE III 

FOR PUPILS FROM THE THIRTEENTH TO 
THE FIFTEENTH YEAR 



COURSE III 

A. MARCHING AND RUNNING ^ 

School of the Squad 

Scholars are groLiped into squads for purposes 
of instruction, discipline, control, and order. The 
squad consists of 8 pupils, 4 of whom form a front 
rank and 4 a rear rank (in the company a corporal 
is the guide of a squad of 7 privates). 

To form a squad, the instructor places himself 
three paces in front of where the center is to be and 
commands : FALL IN. ^ 

The pupils, assembled at attention, are arranged 
in double rank as nearly as practicable in order of 
height from right to left, each pupil dropping his 
left hand as soon as the pupil on his left has his 
interval. The rear rank forms with a distance 
of 40 inches. 

The instructor then commands : COUNT 
OFF, 

At this command all except the right file execute 
eyes right j and beginning on the right, the pupils 

^ Taken from the Infantry Drill Regulations, United States 
Army. 

169 



170 PHYSICAL TRAINING 

in each rank count one, twOj three, four ; each 

pupil turns his head and eyes to the front as he 

counts. 

The Rests 

Being at a halt; the commands are as in Course 
II: Fall out; Rest; and 1. Parade, 2. REST} 

Carry the right foot six inches straight to the 
rear; lef tknee slightly bent ; clasp the hands with- 
out constraint in front of the center of the body^ 
fingers joined, left hand uppermost, left thumb 
clasped by the thumb and forefinger of the right 
hand ; preserve silence and steadiness of position. 

To resume the attention : 1. Squad, 2. AT- 
TENTION, 

The pupils take the position of attention. 

The Oblique March 

For instruction, the squad being in column or cor- 
rectly aligned, the instructor causes the squad to 
face half right or half left, points out to the boys 
their relative positions, and explains that these 
are to be maintained in the oblique march. 
1. Right (left) oblique, 2. MARCH, 
Each pupil steps off in a direction of 45° to the 
right of his original front. He preserves his rela- 
tive position, keeping his shoulders parallel to those 

1 This last exercise to be taken in connection with wand 
exercises. 



RIGHT TURN, MARCH 171 

of the guide (the pupil on the right front of the 
hne or cohimn), and so regulates his steps that the 
ranks remain parallel to their original front. 

At the command HALT the pupils halt faced 
to the front. 

To resume the original direction : 1. Forward, 
2. MARCH. 

The pupils half face to the left in marching and 
then move straight to the front. 

If at half step or mark time while obhquing^ the 
oblique march is resumed by the command: 
1. Oblique, 2. MARCH, 

To Turn on Moving Pivot 

Being in line : 1. Right {left) turn, 2. MARCH, 

The movement is executed by each rank suc- 
cessively and on the same ground. At the second 
command; the pivot pupil of the front rank faces 
to the right as in marching and takes the half step; 
the other pupils of the rank oblique to the right 
until opposite their places in line^ then execute 
a second right oblique and take the half step on 
arriving abreast of the pivot pupil. All glance 
toward the marching flank w^hile at half step^ and 
take the full step without command as the last 
pupil arrives on the line. 

Right (left) half turn is executed in a similar 
manner. The pivot pupil m.akes a half change 



172 PHYSICAL TRAINING 

of direction to the right; and the other pupils 
make quarter changes in obhquing. 

To Turn on Fixed Pivot 

Being in Hne to turn and march : 1. Squad right 
{left), 2. MARCH, 

At the second command, the right flank pupil 
in the front rank faces to the right in marching 
and marks time ; the other front-rank pupils 
oblique to the right, place themselves abreast of 
the pivot, and mark time. In the rear rank the third 
pupil from the right, followed in column by the 
second and first, moves straight to the front until 
in rear of his front rank pupil, when all face to the 
right in marching and mark time ; the other num- 
ber of the rear rank moves straight to the front 
four paces and places himself abreast of the pupil 
on his right. Pupils, on the new line glance 
toward the marching flank while marking time and 
as the last pupil arrives on the line, both ranks 
execute forward J MARCH j without command. 

Being in Hne to turn and halt : 1. Squad right 
(left), 2. MARCH, 3. Squad, 4. HALT. 

The third command is given immediately after 
the second. The turn is executed as prescribed in 
the preceding paragraph except that all pupils, 
on arriving on the new line, mark time until the 
fourth command is given, when all halt. The 



COMPANY AND PLATOON 173 

fourth command should be given as the last pupil 
arrives on the line. 

Company and Platoon 

Companies can be formed^ consisting of two, 
three, or four platoons. A platoon can be made 
up of four to eight squads. 

At the formation of the company the platoons 
or squads are numbered consecutively from right 
to left, and these designations do not change. 

For convenience in giving commands and for 
reference, the designations, right, center, left, 
when in line, and leading, center, rear, when in 
column, are applied to platoons or squads. 

These designations apply to the actual right, 
left, center, head, or rear, irf whatever direction 
the company may be facing. The center squad 
is the middle or right middle squad of the com- 
pany. 

The designation ^^ So-and-so's '^ squad, or pla- 
toon, may also be used. 

The company executes the halt, rests, facings, 
steps, and marchings, takes intervals and dis- 
tances and assembles, increases, and diminishes 
intervals, resumes attention, obliques, resumes the 
direct march, preserves alignments, as explained 
in the School of the Squad, substituting in the 
commands company for squad. 



174 PHYSICAL TRAINING 

Movements on the Moving Pivot 

Being in line^ to change direction : 1. Right 
(left) turn, 2. MARCH, 3. Forward, 4. MARCH, 

Executed as described in the school of the squad 
except that the pupils do not glance toward the 
marching flank and that all take the full step at 
the fourth command. The right guide is the 
pivot of the front rank. Each rear rank pupil 
obliques on the same ground as his file leader. 

Being in column of platoons, to change direc- 
tion : 1. Column right (left), 2. MARCH. 

At the first command the leader of the leading 
platoon commands : Right turn. At the command 
march the leading platoon turns to the right on 
moving pivot ; its leader commands : 1. Forward, 
2. MARCH, on completion of the turn. Rear 
platoons march squarely up to the turning point 
of the leading platoon and turn at command of 
their leaders. 

Being in column of squads, to change direction : 
1. Column right (left), 2. MARCH. 

At the second command, the front rank of the 
leading squad turns to the right on moving pivot 
as in the school of the squad ; the other ranks, 
without command, turn successively on the same 
ground and in a similar manner. 

Being in column of squads, to form line of pla- 



MARCHING TO THE REAR 175 

toons or the reverse: 1. Platoons ^ column right 
(left), 2. MARCH, 

Executed by each platoon as described for the 
company. 

Being in Hne^ to form column of squads and 
change direction : 1. Squads right (left), column 
right (left), 2. MARCH ; or, 1. Right (left) by 
squads, 2. MARCH. 

In the first case the right squad initiates the 
column right as soon as it has completed the squad 
right. 

In the second case, at the command MARCH, 
the right squad marches /orw;arc/; the remainder of 
the company executes squads right, column left, 
and follows the right squad. The right guide, 
when he has posted himself in front of the right 
squad, takes four short steps, then resumes the 
full step ; the right squad conforms. 

Being in line, to form line of platoons : 1. Squads 
right (left), platoons, column right (left), 
2. MARCH ; or 1. Platoons, right (left) by squads, 
2. MARCH. 

Executed by each platoon as described for the 
company in the preceding paragraph. 

Facing or Marching to the Rear 

Being in line, line of platoons, or in column of 
platoons or squads, to face or march to the rear: 



176 PHYSICAL TRAIXIXG 

1. Squads, right (left) about 2. MARCH; or, 

1. Squads right {left) about, 2. MARCH, 3. Com- 
pany, 4. HALT, 

Executed by each squad as described in the 
school of the squad. 

If the company, or platoons, be in column of 
squads, the file-closers face about, close toward 
the column, and take their posts ; if in line, 
each darts through the nearest interval between 
squads. 

To march to the rear for a few paces : 1. About, 

2. FACE, 3. Forward, 4. MARCH. 

If in line, the guides place themselves in the rear 
rank, now the front rank ; the file-closers, on fac- 
ing about, maintain their relative positions. No 
other movement is executed until the line is faced 
to the original front. 

0)1 Right (Left) Into Line 

Being in column of platoons, or squads, to form 
line on right or left: 1. On right (left) into line, 
2. MARCH, 3. Company, 4. HALT, 5. FRONT. 

At the first command, the leader of the leading 
unit commands : Right turn. The leaders of the 
other units command: Forward, if at a halt. At 
the second command, the leading unit turns to 
the right on moving pivot. The command halt is 
given when the leading unit has advanced the de- 



FRONT INTO LINE 177 

sired distance in the new direction; it halts; its 
leader then commands : Right dress. 

The units in rear continue to march straight to 
the front; each, when opposite the right of its 
place in line^ executes right turn at the com- 
mand of its leader; each is halted on the line 
at the command of its leader, who then com- 
mands: Right dress. All dress on the first unit 
in line. 

If executed in double time, the leading squad 
marches in double time until halted. 

Front Into Line 

Being in column of platoons or squads, to form 
line to the front: 1. Right (left) front into line, 
2. MARCH, 3. Company, 4. ^ALT, 5. FRONT, 

At the first command the leaders of the units 
in rear of the leading one command : Right oblique. 
If at a halt, the leader of the leading unit com- 
mands: Forward. At the second command the 
leading unit moves straight forward ; the rear 
units oblique as indicated. The command HALT 
is given when the leading unit has advanced the 
desired distance ; it halts ; its leader then com- 
mands: Left dress. Each of the rear units, when 
opposite its place in line, resumes the original direc- 
tion at the command of its leader ; each is halted 
on the line at the command of its leader, who then 

N 



178 PHYSICAL TRAINING 

commands : Left dress. All dress on the first 
unit in line. 

Being in column of squads to form column of 
platoons; or being in line of platoons^ to form 
the company in line : 1. Platoons, right {left) 
front into line, 2. MARCH, 3. Company, 4. HALT, 
5. FRONT, 

Executed by each platoon as described for the 
company. In forming the company in line, the 
dress is on the left squad of the left platoon. If 
forming column of platoons, platoon leaders 
verify the alignment before taking their posts ; 
the captain commands front when the alignments 
have been verified. 

When front into line is executed in double time, 
the commands for halting and aligning are omitted, 
and the guide is toward the side of the first unit 
in line. 

To Diminish the Front of a Column of Squads 

Being in column of squads : 1. Right (left) 
by twos, 2. MARCH. 

At the command MARCH all files except the 
two right files of the leading squad in place halt; 
the two left files of the leading squad oblique to 
the right when disengaged and follow the right 
files at the shortest practicable distance. The re- 
maining squads follow successively in like manner. 



RIGHT BY FILE 179 

Being in column of squads or twos : 1. Right 
(left) by file, 2, MARCH, 

At the command MARCH, all files execute in 
place halt except the right file of the leading two 
or squad. The left file or files of the leading 
two or squad oblique successively to the right 
when disengaged, and each follows the file on its 
right at the shortest practicable distance. The 
remaining twos or squads follow successively in 
like manner. 

Being in column of files or twos, to form column 
of squads ; or, being in column of files, to form 
column of twos : 1. Squads (twos), right (left) 
front into line, 2. MARCH. 

At the command MARCH, the leading file or 
files halt. The remainder of --the squad, or two, 
obliques to the right and halts on line with the 
leading file or files. The remaining squads or 
twos close up and successively form in rear of the 
first in like manner. 

The movement described in this paragraph will 
be ordered right or left, so as to restore the files 
to their normal relative positions in the two or 
squad. 

The movements prescribed in the three preced- 
ing paragraphs are difficult of execution at atten- 
tion, and have no value as disciplinary exercises. 

Marching by twos, or files, cannot be executed 



180 PHYSICAL TRAINING 

without serious delay and waste of road space. 
Every reasonable precaution will be taken to ob- 
viate the necessity for these formations. 

To Take Intervals and Distances 

Being in Hne at a halt: 1. Take interval, 2. To 
the right {left), 3. MARCH, 4. Squad, 5. HALT. 

At the second command the rear-rank pupils 
march backward 4 steps and halt ; at the com- 
mand MARCH all face the right and the leading 
pupil of each rank steps off ; the other pupils step 
off in succession^ each following the preceding 
pupil at 4 paces, rear-rank pupils marching abreast 
of their file leaders. 

At the command HALT, given when all have 
their intervals, all halt and face to the front. 

Being at intervals, to assemble the squad : 
1. Assemble to the right (left), 2. MARCH. 

The front-rank pupils on the right stand fast ; 
the rear-rank pupils on the right close to 40 inches. 
The other pupils face to the right, close by the 
shortest line, and face to the front. 

Being in line at a halt and having counted off : 
1. Take distance, 2. MARCHES. Squad, 4. HALT. 

At the command MARCH, No. 1 of the front 
rank moves straight to the front ; Nos. 2, 3, and 4 
of the front rank, and Nos. 1,2, 3, and 4 of the 
rear rank, in the order named, move straight to 



TxVKE INTERVAL 181 

the front, each stepping off so as to follow the 
preceding pupil at 4 paces. The command HALT 
is given when all have their distances. 

In case more than one squad is in line, each squad 
executes the movement as above. The guide of 
each rank of numbers is right. 

Being at distances to assemble the squad : 
1. Assemble, 2. MARCH. 

No. 1 of the front rank stands fast ; the other 
numbers move forward to their proper places in 
line. 

5. FREE-STANDING EXERCISES 

According to the ^principles laid down in the in- 
troduction and in conformity loith the exercises of 
the tenth year, the suitable free-standing exercises 
in this course should he combined with respiratory 
exercises. 

Thirteenth Year 

Arm Exercises 

1. (a) Arm circling forward (backward). 
(6) As in a, but from upward position. 

(c) Arm circling upward (downward) from 

forward position. 

From arm bending upward : 

2. (a) Arm stretching left upward, and right 
downward ; twice change of arm position 



182 PHYSICAL TRAINING 

through forward position ; arm bending up- 
ward. 

(b) Arm stretching forward ; change to up- 
ward position left and backward position 
right ; twice change through forward posi- 
tion ; change to forward position of both 
arms ; arm bending upward (6 movements). 

Leg Exercises without and with Arm Movements 

3. (a) Knee raising left with arm bending up- 
ward ; leg stretching left forward with arm 
stretching forward ; change to backward posi- 
tion left with change to upward position of 
arms ; leg lowering left with arm lowering 
forward. 

(6) Knee raising left with arm bending up- 
ward ; leg stretching left backward with arm 
stretching upward ; change to forward posi- 
tion left with change to forward position of 
arms ; leg lowering left with arm lowering. 

4. (a) Leg raising left backward with arm raising 
forward upward ; fall-out left forward with 
arm bending upward (or arm swinging to back- 
ward position) (4 parts). 

(b) Leg raising left forward with arm raising 
forward ; fall-out left forward with arm bend- 
ing upward (or change to sideward position) 
(4 parts). 



FREE STANDING EXERCISES 183 

5. a and 6 as in 4 a and h but lay-out instead of 
fall-out. 

6. Fall-out (lay-out) left forward with arm raising 
forward-upward ; arm circling backward (re- 
peat) ; closing-step left with arm lowering 
forward. 

7. Fall-out left backward (Fig. 16, p. 106) ; (lay- 
out) with arm stretching upward ; arm cir- 
cling forward ; arm circling backward ; closing- 
step left with arm bending upward. 

8. Lay-out left backward with arm stretching left 
upward and right downward ; quick change 
of arm position through forward position (re- 
peat) ; closing-step left with arm bending 
upward. ^ 

9. Lay-out left forward with arm bending up- 
ward ; lay-out left backward (stretching and 
bending of standing leg) with arm stretching 
upward (4 parts) . 

10. (a) Lay-out left forward with arm raising for- 
ward-upward ; knee stretching to toe-stand 
right ; with change to sideward position of 
arms (4 parts). 

(6) Lay-out left sideward with arm raising 
sideward upward ; knee stretching to toe- 
stand right with change to sideward position 
of arms (4 parts), 
(c) Lay-out left backward with arm raising 



184 PHYSICAL TRAINING 

backward ; knee stretching to toe-stand 
right with change to upward position of arms 
through downward position (4 parts). 

11. (a) Fall out left forward with arm bending; 
closing-step left to deep knee bending with 
arm stretching forward ; fall-out left forward 
with change to sideward position of arms ; 
closing-step left with arm lowering. 

(b) Deep knee bending with arm bending 
upward ; fall-out left forward (sideward) with 
arm stretching upward ; change to sideward 
position of arms in ulnar position ; arm bending 
to neck-rest position ; arm stretching upward ; 
closing-step left with arm lowering sideward. 

12. (a) Deep knee bending with arm raising for- 
ward ; resting of the hands in front of feet and 

leg stretching backward to 
front-leaning- rest (Fig. 
72) ; jump to deep knee 
bending with arm raising 
forward ; knee stretching 
with arm lowering. 

(6) In front-leaning-rest : leg raising left 

backward. 

13. (a) Knee bending with arm raising backward ; 
jump in place (forward) to knee bending with 
arm circling downward to forward position ; 
knee stretching with arm lowering. 




COMBINED EXERCISES 185 

(6) Step jump left forward to knee bending 
with arm circling forward to forward position ; 
knee stretching with arm circling downward. 

Combination of Leg and Trunk Exercises with 
Arm Movements 

In Course III the trunk exercises are generally 
executed in change or in combination with leg and 
arm movements ; but it is assumed that they were 
practiced; executed properly and separately in 
their respective position. To increase difficulty 
and effect they are combined with arm movements. 
(See numbers 15 and 17.) 

14. (a) Side-step left to toe-stand right with arm 
raising sideward in uln^ position ; trunk 
bending left sideward with arm bending to 
neck-rest position (repeat). 

(6) Back-step left to toe-stand right with arm 
raising sideward ; trunk bending backward 
with arm bending forward (repeat). 

15. (a) Fall-out left forward ; trunk bending 
(trunk stooping) forward (repeat) . 

(6) Fall-out left sideward ; trunk turning left 

(repeat) . 

(c) Fall-out left sideward ; trunk bending left 

sideward (repeat). 

{d) Lay-out left backward ; trunk turning left 

(repeat). 



186 



PHYSICAL TRAINING 




16. (a) Lay-out left forward with arm raising side- 
ward ; trunk bending backward with arm 
bending forward (4 parts) . 
(b) Lay-out left backward with arm raising 
forward-upward ; trunk stooping forward 
with arm bending upw^ard (4 parts). 

(c) Lay-out left sideward 
with arm bending to rest 
position ; trunk bending 
right sideward with arm 
stretching sideward (4 
parts) . 

^'^' '^- 17. (a) Fall-out left forward 

with arm bending upward ; trunk bending 

forward with arm stretching forward^ Fig. 73^ 

(4 parts). 

(b) As in a but 
trunk stooping 
forward with arm 
stretching up- 
ward, Fig. 74, (4 
parts) . 

(c) Fall-out left 
backward with 
arm bending upward ; trunk turning right 
with arm stretching upward (4 parts). 

18. (a) TrurJj; bending backward with arm raising 
forward-upward ; trunk bending forward with 




Fig. 74. 



COMBINED EXERCISES 187 

change to upward position of arms (4 parts), 
at the fourth movement arm bending to hip- 
rest, then leg raising left forward ; change to 
backward position left (4 parts). 
(6) Trunk stooping forward with arm raising 
forward-upward; arm bending to neck-rest 
position ; arm stretching sideward ; trunk 
bending forward with change to forw^ard posi- 
tion of arms ; trunk stretching wdth change to 
upward position of arms ; arm lowering side- 
ward. This exercise may be executed with 
twice arm bending to neck-rest position. 
19. In stride position : Trunk turning left ; trunk 
bending forward (backward, sideward, trunk 
stooping forward) (repeat) . 

Fourteenth Year 

Arm Movements 

At this age arm movements alone are rarely 
executed. The exercises of former years may be 
repeated or further developed. 

Combination of Leg and Arm Exercises 

1. (a) Lay-out left forward with arm bending up- 
ward ; fall-out left forward (stepping ahead !) 
with arm stretching upward (4 parts). 
(6) Lay-out left sideward with arm bending 



188 PHYSICAL TRAINING 

upward ; fall out left sideward (as in a) with 
arm stretching sideward (4 parts). 

2. (a) Leg raising left forward with arm raising 
forward ; change to backward position left 
with change to upward position of arms ; 
fall-out left forward (lay-out left forward) with 
change to sideward position of arms ; closing- 
step left with arm lowering. 

(b) Leg raising left backward with arm raising 
forward-upward ; change to forward position 
left with arm bending upward ; fall-out left 
backward (lay-out left backward) with arm 
stretching sideward ; closing-step left with 
arm lowering. 

3. (a) Knee raising left with arm bending up- 
ward; leg stretching left forward with arm 
stretching forward ; fall-out left backward with 
change to upward position of arms ; closing- 
step with quarter turn left and arm lowering 
sideward ; repeat 3 times. 

(b) Knee raising left with arm bending up- 
ward ; leg stretching left backward with arm 
stretching upward ; fall-out left forward with 
arm bending to neck-rest position ; closing- 
step left with quarter turn right and arm 
lowering : repeat 3 times. 

4. (a) Lay-out left forward (backward, sideward) 
with arm raising sideward (backward, arm 



COMBINED EXERCISES 189 

bending to neck-rest position) ; knee stretch- 
ing to toe-stand (both feet) with change to up- 
ward position of arms (through downward 
position with arm stretching upward) (4 parts). 
(b) Lay-out left forward with arm bending 
upward ; knee stretching to toe-stand (both 
feet) with arm stretching sideward ; knee 
bending (both legs) with change to upward 
position of arms ; closing-step left with arm 
lowering sideward. 

5. (a) Jump to stride- position with arm raising 
sideward ; knee bending left with quarter 
turn left (on heels) and arm bending forward 
(repeat). 

(6) Front-step left (long) with arm raising 
forward upward ; knee** bending right with 
quarter turn right (on heels) and arm bending 
to neck-rest position (repeat). 

6. (a) Fall-out left forward with arm bending 
to neck-rest position ; knee stretching with 
leg raising right backward and arm stretching 
upward ; leg lowering right to deep knee 
bending with change to sideward position of 
arms ; knee stretching with arm lowering. 

(b) As in a, but fall-out left sideward ; knee 
stretching with leg raising right sideward. 

7. (a) Fall-out left sideward with arm raising 
sideward upward ; change of knee bending 



190 PHYSICAL TRAINING 

with quarter turn right and arm bending up- 
ward ; closing-step left to deep knee bending 
with arm stretching sideward ; knee stretch- 
ing with arm lowering ; repeat 3 times. 
(6) Fall-out left forward with arm raising for- 
ward-upward ; change of knee bending with 
quarter turn right and arm bending to neck- 
rest position ; closing-step left to deep knee 
bending with arm stretching upward ; knee 
stretching with arm lowering sideward; repeat 
3 times. 

8. (a) Two successive jumps in place with arm 
circling forward. 

(fe) Two running steps and jump forward with 
quarter turn. 

9. (a) In stoop fall position : Leg raising left 
backward (repeat). 

(6) In stoop fall position : Arm bending once 
to several times. 

Change and Comhinations of Trunk Exercises 
with Leg and Arm Movements 

If no arm movement is prescribed^ the arms 
repose in position in which they were placed by 
the preceding movement. 

10. (a) Lay-out left forward with arm raising for- 
ward (or arm bending to neck-rest position) ; 
knee stretching with trunk bending backward 



ARM CIRCLING 191 

and change to sideward position of arms 
(4 parts). 

(6) Lay-out left sideward with arm raising 
sideward in ulnar position ; knee stretching 
with trunk bending left sideward and arm 
bending to neck-rest position (4 parts). 

11. (a) Fall-out left forward with arm raising for- 
ward-upward ; knee stretching with trunk 
bending forward and change to forward po- 
sition of arms (4 parts). 

(b) As in Qj but trunk stooping forward. 

(c) Fall-out left sideward with arm raising 
sideward-upward ; knee stretching with trunk 
bending right sideward and change to sideward 
position of arms (4 parts). 

(d) Fall-out left forward^ath arm raising side- 
ward ; knee stretching with trunk turning left 
and arm bending to neck-rest position 
(4 parts). 

(e) Fall-out left forward with arm raising 
forward-upward ; arm circling forward and 
trunk bending forward with change to forward 
position of arms ; trunk stretching with change 
to upward position of arms and arm circling 
backward ; closing-step left with arm lower- 
ing forward. 

12. (a) Flinging left forward to lay-out left back- 
ward with arm raising forward and change to 



192 PHYSICAL TRAINING 

upward position of arms ; trunk stooping for- 
ward with arm bending upward (repeat). 
(6) Flinging left backward to lay-out left for- 
ward with arm raising forward-upward and 
change to sideward position of arms in ulnar 
position ; trunk turning left with arm bending 
to neck-rest position (repeat). 

13. Trunk stooping with arm raising forward-up- 
ward ; arm circling backward and arm bend- 
ing to neck-rest position; trunk stretching and 
fall-out left forward with arm stretching up- 
ward; closing-step left with quarter turn right 
and arm lowering sideward ; repeat 3 times. 

14. (a) Side-step left with arm raising sideward- 
upward ; trunk turning left with trunk bend- 
ing right sideward and arm bending (to neck- 
rest position) (4 parts). 

(6) As in a, but trunk bending left with trunk 
stooping forward and arm bending. 

Fifteenth Year 

First, the main exercises of the ages of 13 and 
14 are to be repeated ; the following exercises are 
then supplementary to that material. 

Combinations of Leg and Arm Movements 

1. Leg raising left backward with arm raising 
forward-upward ; fall-out left forward with 



COMBINED EXERCISES 193 

arm bending ; knee stretching left with leg 
raising right backward and arm stretching 
sideward ; flinging right forward with change 
to forward and downward position of arms. 

2. Fall-out left forward with arm bending ; knee 
stretching left with leg raising right forward 
and arm stretching upward ; change to back- 
ward position right with arm bending to neck- 
rest position ; flinging right forward with 
arm stretching sideward and arm lowering. 

3. (a) Fall-out left forward with arm raising for- 
ward-upward ; fall-out right forward with 
arm circling forward ; fall-out left forward 
with arm circling forward ; closing-step right 
with quarter turn right and arm lowering side- 
ward ; repeat 3 times. ^ 

(6) As in a, but with arm circling backward. 

4. Fall-out left forward with arm bending to neck- 
rest position ; change of knee bending with 
quarter turn right and arm stretching side- 
ward ; knee stretching right with leg raising 
left sideward and change to upward position of 
arms ; leg lowering left to deep knee bending 
and stretching with change to sideward and 
downward position of arms ; repeat 3 times. 

5. Fall-out left sideward* with arm bending up- 
ward ; change of knee bending with quarter 
turn right and arm stretching upward ; change 



194 PHYSICAL TRAINING 

of knee bending with arm circling backward ; 
closing-step with arm lowering sideward ; 
repeat 3 times. 
6. (a) Lay-out left forward w4th arm bending up- 
ward and fall-out left forward with arm stretch- 
ing upward ; change of knee bending with 
quarter turn right and arm bending upward ; 
knee stretching to toe-stand right with arm 




Fig. 75. 

stretching upward ; closing-step left with arm 

lowering sideward. 

(6) Lay-out left sideward with arm bending 

upward and fall-out left sideward wath arm 

stretching upward ; change of knee bending 

with arm bending to neck-rest position; knee 

stretching to toe-stand (both feet) with arm 

stretching upward ; closing-step left with arm 

lowering sideward. 

(a) After a jump forward, broad jump with 

feet together (high jump). 

(6) Three running steps and high jump. 



FRONT-LEANING-REST 1 95 

8. (a) In front-leaning-rest : Arm bending sev- 
eral times. 

(6) From front-leaning-rest : Quarter turn 
left to side-leaning-rest with raising of left 
arm sideward; change to upward position 
left (Fig. 75) ; quarter turn right and resting 
left to front-leaning-rest. 

Combinations of Leg, Trunk, and Arm Exercises 

9. (a) Fall-out left forward with arm raising for- 
ward-upward ; knee stretching left with trunk 
bending backward and arm bending upward 
(4 parts). 

(6) Fall-out left backward with arm raising 
sideward ; change of knee bending with 
trunk bending forward and change to upward 
and forward position of arms (4 parts), 
(c) Fall-out left sideward with arm raising 
sideward-upward ; change of knee bending 
with trunk bending right sideward and arm 
bending to neck-rest position (4 parts). 
10. Trunk stooping with arm bending upward; 
arm stretching upward ; arm circling back- 
ward and fall-out left forward ; closing-step 
left with quarter turn right and arm lowering 
sideward ; repeat 3 times. Also with once to 
twice arm bending and stretching before arm 
circling. 



196 



PHYSICAL TRAINING 




11. (a) Fall-out left sideward with arm raising 
sideward-upward ; knee stretching left wdth 
trunk turning left and trunk bending right 
sideward and change to sideward position of 

arms, Fig. 76 (4 parts). In the 
second position also arm bending 
forward. 

(6) Fall-out left sideward with arm 
bending to neck-rest position; knee 
stretching left with trunk turning 
right and trunk stooping forward 
and arm stretching upward, Fig. 
77, (4 parts). In the second posi- 
tion also several times arm bending 
to neck-rest position. 

12. In stride position: Trunk circling left (each 
6 movements). Trunk stooping; trunk 
bending left sideward ; 

trunk bending back- 
ward ; trunk bending 
right sideward ; trunk 
stooping ; trunk stretch- 
ing. 

This exercise also with 
arm bending upward (to 
neck-rest position and 
upward) position of arms. fig. 77 



Fig. 76. 




WAND SWINGING 197 

C. WAND EXERCISES 

Wand exercises are free-standing exercises in 
which the arms have to bear the weight of 
an iron wand. They should only he used in 
Course IIL 

The weight of the iron wand is to be 5-6 pounds, 
the length 3 feet 4 inches. 

The general remarks of practice and the com- 
mand of free-standing exercises apply also to 
those of the wand ; and the execution of move- 
ments in regard to the time measure follows 
the same rules. The exercises presented here are 
visible in the pictures and do not need additional 
description. 

In exercises of two parts ifi the following ex- 
amples, the command for the retrogressive move- 
ment (lowering, stretching, etc.) is omitted. 

Change of wand positions may be executed either 
direct, in shortest space, or by swinging (through 
downward position) ; the former we call change of 
loand position^ the latter wand swinging. Ex- 
amples : 

Wand raising left oblique ; change to oblique 
position right (wand is raised over head) ; on the 
other hand : Wand raising left oblique ; wand 
swinging right oblique (wand is swung through 
downward position). 



198 PHYSICAL TRAINING 

To fall in^ and in marching exercises^ the wand 
is set in the palm of the right hand. The right 
arm is stretched, the dorsal part of hand turned 
forward (Fig. 78). 

From the front downward position at the com- 
mand Right up — wand! the wand is set in the 
right hand while the left hand moves to 
the right shoulder and returns to the 
downward position immediately after the 
wand is set up. 

The wand is in downward position when 
horizontal in front of thighs, grasped with 
both hands at a distance of the body's 
width. 

To return the wand to the downward 
position, which is the starting position for 
Fig. tZ w^^d exercises, the command Grasp — 
wand! is given, whereat the left hand 
grasps the wand over the right shoulder from the 
rear and lowers it to horizontal position ; both 
hands grasp it with dorsal grasp. 

In running in double time at the command 
Left {right) grasp — wand! the left (right) hand 
grasps the wand in vertical position. By con- 
tinued running the wand is carried alternately. 

The position of arms in double time is the same 
as in running without wand. 



WAND RAISING 



199 



Thirteenth Year 




Fig. 79. 



Arm Movements 

1. Wand exercises from the downward position 
(in normal or stride position) : 

(a) Wand raising forward. 

(b) Wand raising forward-up- 
ward. 

(c) Wand raising in front of 
shoulders (Fig. 79). 

(d) Wand raising left sideward 
(Fig. 80). 

(e) Wand raising left upward 
(Fig. 81). 

(/) Wand raising left oblique (Fig. 82). 

2. Combination of two wand positions (in normal 

or stride position) : 
(a) Change of forward and 
upward position and vice 
versa (several times or 4 
parts). 

(6) Change of forward or up- 
ward and in front of shoulders 
position (several times or 4 
parts). 

(c) From sideward left posi- 
tion : Wand swinging right 




Fig. 80. 



sideward (several times or 4 parts) 



200 



PHYSICAL TRAINING 



(d) From upward left position : Wand swing- 
ight upward (several times or 4 parts). 



mg r 




Fig. 81 



Combinations of Arm and Leg Exercises 

3. (a) Toe stand with wand raising forward 

upward. 

(6) Knee bending with 
wand raising forward, 
(c) As in bj but deep 
knee bending. 
4. (a) Knee raising left with 
wand raising in front of 
shoulders. 

(6) Leg raising left for- 
ward with wand raising 
forward. 

(c) Leg raising left backward with wand 
raising forward-upward. 

(d) Leg raising left sideward 
with wand raising right side- 
ward. 

(a) Toe stand with wand 
raising forward-upward ; knee 
bending with change to for- 
ward position of wand (4 
parts). 

(b) As in a, but deep knee 
bending. 




Fig. 82. 






WAND EXERCISES 201 

. (a) Front-step left to toe-stand right with wand 
raising forward ; knee bending right with 
change to upward position of wand (4 parts). 
(6) Side-step left to toe-stand right with wand 
raising in front of shoulders ; knee bending 
right with change to upward position of wand 
(4 parts). 

(c) Back-step left to toe-stand right with wand 
raising in front of shoulders ; knee bending 
right with change to upward position of wand 
(4 parts). 

(a) Lay-out left backward with wand raising: 
forward-upward ; closing-step left with wand 
lowering backward and lay-out right backward 
with raising forward-upward (4 parts). 
(6) As in a, but fall-out fbrward instead of 
lay-out backward. 

(c) Lay-out left sideward with wand raisino; 
left upward (Fig. 81) ; closing-step left with 
wand lowering and lay-out right sideward with 
wand raising right upward (4 parts). 
{d) As in c, but fall-out left sideward with 
wand raising right upward instead of lay-out. 
{a) Leg raising left forward with wand raising 
forward ; change to backward position with 
change to upward position of wnnd (4 parts). 
(6) As in a, but beginning with leg raising left 
backward and wand raising forward-upward. 



202 PHYSICAL TRAINING 

9. (a) Flinging left forward with wand raising 
forward. 

(b) Flinging left backward with wand raising 
forward-upward. 

(c) Fhnging left sideward with wand raising 
right sideward. 

Comhinations of Ann , Leg, and Trunk Exercises 

10. (a) Side-step left (or jump to stride position) 
with wand raising forward-upward ; trunk 
stooping (4 parts). 

(6) As in a, with wand raising in front of 
shoulders ; trunk bending forward with change 
to forward position of wand (wand in front of 
feet) (4 parts). 

(c) As in a, but with wand raising in front of 
shoulders ; trunk bending backw^ard (4 parts). 

(d) Side-step left with wand raising left up- 
ward ; trunk bending right sideward (4 parts). 

(e) Side-step left with wand raising forward- 
upward ; trunk turning left w^th change to 
sideward left position of wand (4 parts). 

11. (a) Lay-out left forward with wand raising in 
front of shoulders ; closing-step left and trunk 
stooping (bending) forward^ with change to 
upward (forward) position of wand (3 or 4 
parts). 

(b) Lay-out left sideward with wand raising 



WAXD EXERCISES 203 

left upward ; closing-step left and trunk 
bending left sideward with wand swinging 
right upward (3 or 4 parts). 

(c) Lay-out left backward with wand raising 
in front of shoulders ; closing-step left with 
change to upward position of wand and trunk 
bending backward (3 or 4 parts). 

(d) Lay-out left sideward with arm raising left 
upward ; closing-step left and trunk turning 
right with wand swinging right oblique (3 or 
4 parts). 

12. (a) Fall-out left forward (lay-out left back- 
ward) with wand raising forward-upward ; 
trunk stooping (bending) forward (4 parts). 
(6) Fall-out left backward (lay-out left for- 
ward) with wand raising iq, front of shoulders ; 
trunk bending backward with change to up- 
ward position of wand (4 parts). 

(c) Fall-out left sideward (lay-out right side- 
ward) with wand raising in front of shoulders ; 
trunk bending left sideward with change to 
upward position of wand (4 parts). 

(d) Fall-out left forward (sideward^ backward) 
with wand raising in front of shoulders ; 
trunk turning left with change to upward 
position of wand (4 parts). 



204 



PHYSICAL TRAINING 



Fourteenth Year 



Arm Exercises 

I. Wand positw7is (in normal or stride positions). 
(a) Wand raising in rear of neck (neck posi- 
tion) (Fig. 83). 

(&) Wand raising in rear of left 
shoulder (Fig. 84). 
2. Combination of two wand positions 
(in normal or stride position). 
(a) Change of neck and upward 
position (repeat or 4 parts). 
(6) Wand raising left oblique ; 
change to oblique position right 
(i.e. J direct; over head) (4 parts), 
(c) Wand raising left oblique ; 
wand swinging right oblique (4 parts). 

(d) Wand raising in rear of 
left shoulder ; wand swing- 
ing in rear of right shoulder 
(4 parts). 

(e) Wand raising left up- 
ward ; wand swinging right 
oblique (4 parts). 
(/) Wand raising left ob- 
lique ; change to position in rear of right 
shoulder (4 parts). 




Fig. 83. 




Fig. 84. 



WAND EXERCISES 205 

Combinations of Arm and Leg Exercises 

3. (a) Lay-out left sideward with wand raising 
in rear of neck ; change of knee bending with 
change to upward position of wand (4 parts). 

(b) Fall-out left sideward with wand raising 
right upward ; change of knee bending with 
wand swinging left upward (4 parts), 
(c) Fall-out left sideward with wand raising 
right upward ; change of knee bending with 
quarter turn right and change to upward 
position of wand ; closing-step left to deep 
knee bending with change to forward position 
of wand ; knee stretching with wand lowering ; 
repeat 3 times. 

4. Fall-out left forward (backward) with wand 
raising in rear of left shoulder (Fig. 84, p. 204) ; 
closing-step left to deep knee bending with 
change to forward position of wand (3 or 4 
parts). 

5. (a) Knee raising left with wand raising in front 
of shoulders ; leg stretching left forward with 
change to forward position of wand ; fall-out 
left backward with change to upward position 
of wand ; closing-step left vnih wand lowering 
forward. 

(6) As in a, but lay-out backward instead of 
fall-out. 



206 PHYSICAL TRAIXIXG 

6. (a) Leg raising left forward with wand rais- 
ing forward ; lay-out left backward with 
change to upward position of wand (4 parts). 
(6) As in Qy but fall-out left backward (instead 
of lay-out) with change to neck position of 
wand. 

(c) Leg raising left backward with wand 
raising in front of shoulders (4 parts) ; Fall- 
out left forward with change to upward posi- 
tion of wand. 

(d) As in c, but fall-out left foi'T\'ard. 

7. Grasp wand right on upper end and place it 
beside the right foot (wand as support) ; high 
leg flinging left forward, sideward, backward. 

8. Fall-out left forward T\ith wand raising for- 
ward-upward ; fall-out right forward with 
change to neck position of wand ; fall-out 
left forward with change to upward posi- 
tion of wand ; closing-step right with quarter 
turn right and wand lowering forv\'ard ; re- 
peat 3 times. 

Combinations of Ann, Leg, and Trunk Exercises 

9. In normal or stride position: 

(a) Trunk turning left with wand raising left 
obhque (Fig. 82, p. 200); trunk turning right 
with wand swinging right oblique (4 parts). 
(6) As in a, but with wand raising in rear of 



WAXD EXERCISES 207 

right shoulder and wand swinging in rear of 
left shoulder. 

10. Trunk stooping with wand raising forward-up- 
ward ; trunk bending forward with change to 
forward position of wand ; trunk stretching 
with change to upward position of wand and 
fall-out left forward ; closing-step left. 

11. Trunk bending left sideward with wand raising 
right upward ; trunk bending right sideward 
with wand swinging left upward ; trunk 
stretching and fall-out left sidew^ard wath w^and 
swinging right upward ; closing-step left with 
wand lowering. 

12. Trunk turning left with wand raising in front 
of shoulders ; trunk turning forward and 
trunk bending backward with change to up- 
ward position of wand ; fall-out left backward 
with change to neck position of wand ; closing- 
step left with wand lowering forward. 

13. (a) Fall-out left forward with wand raising 
forward-upward ; trunk stooping forward ; 
trunk bending forward with change to forward 
position of wand ; closing-step left with trunk 
stretching and wand lowering. 

(6) Fall-out left sideward with wand raising 
forward-upvfard ; trunk bending left side- 
w^ard with change to upw^ard position right ; 
trunk bending right sideward with wand 



208 PHYSICAL TRAINING 

swinging left upward ; closing-step left with 
trunk stretching and wand lowering left side- 
ward. 

FIFTEENTH YEAR 

Combinations of Arm and Leg Exercises 

1. (a) Grasp wand right on upper end and place 
it beside the right foot (wand as support) : 
Leg swinging forward and backward (in 3 or 
4 parts or continued). 

(6) As in aj but leg swinging backward and 
forward. 

2. (a) Deep knee bending with wand raising 
forward ; knee stretching with leg raising 
left backward and change to upward position 
of wand ; fall-out left forward with change to 
neck position of wand ; closing-step left with 
arm lowering forward. 

(b) As in a, but leg raising left forward ; lay- 
out left backward. 

3. (a) Lay-out left forward (backward) with wand 
raising in front of shoulders ; fall-out left for- 
ward with change to upward position of wand ; 
closing-step left to deep knee bending with 
change to upward position of wand ; knee 
stretching with wand lowering. 

(&) Lay-out left sideward with wand raising 
in rear of neck ; fall-out left sideward with 



WAND EXERCISES 209 

change to upward position of wand ; closing- 
step left to deep knee bending with change to 
forward position of wand ; knee stretching 
with wand lowering. 

(a) Leg raising left backward with wand rais- 
ing forward upward ; lay-out left forward with 
change to neck position of wand ; fall-out left 
forward with change to upward position of 
wand ; closing-step right with quarter turn 
right to deep knee bending and stretching and 
change to forward and downward position of 
wand ; repeat 3 times. 

(6) Leg raising left forward with wand raising 
forward ; lay-out left backward with change to 
upward position of wand ; quarter turn left 
with change of knee bending and change to 
neck position of wand ; closing-step left to 
deep knee bending and stretching and change 
to forward and downward position of wand ; 
repeat 3 times. 

(a) Fall-out left forward with wand raising in 
rear of left shoulder ; change of knee bending 
with wand swinging in rear of right shoulder ; 
knee stretching with leg raising left backward 
and change to upward position of wand ; leg 
lowering left with wand lowering forward. 
(6) Fall-out left sideward with wand raising 
in front of shoulders ; change of knee bending 



210 PHYSICAL TRAINING 

with change to upward and neck position of 
wand ; knee stretching with leg raising left 
sideward and change to upward position of 
wand ; leg lowering left with wand lowering 
forward. 

Combinations of Arm, Leg, and Trunk Exercises 

6. (a) Leg raising left backward with wand rais- 
ing forward-upward ; leg lowering left and 
trunk bending backward with change to 
neck position of wand ; tnink stooping for- 
ward with change to upward position of 
wand ; tnxnk stretching with wand lowering 
forward. 

(6) Leg raising left sideward with wand raising 
forward-upward ; leg lowering left and trunk 
bending left sideward with change to upward 
position right of wand ; trunk bending right 
sideward with wand swinging left upward ; 
trunk stretching with wand lowering left side- 
ward. 

7. Fall-out left backv/ard with wand raising for- 
ward upward ; trunk turning left with change 
to neck position of wand ; trunk turning for- 
ward and trunk bending backward with change 
to upward position of wand ; trunk stretch- 
ing and closing-step left with wand lowering 
forward. 



WAND EXERCISES 211 

8. (a) Deep knee bending and stretching and fall- 
out left forward with wand raising forward 
and change to upward position of wand ; 
trunk bending (stooping) forward ; trunk 
bending backward ; trunk stretching and 
closing-step right with quarter turn right and 
wand lowering forward ; repeat 3 times. 

(b) As in Qj but lay-out backward instead of 
fall-out forward, ending with closing-step left 
with quarter turn left. 

9. (a) Lay-out left forward with wand raising in 
front of shoulders and fall-out left forward 
with change to upward position of wand ; 
trunk bending forward with change to forward 
position of wand (wand in front of left foot) : 
trunk stretching to stoop position with change 
to upward position of wand ; trunk stretching 
and closing-step right with quarter turn right 
and wand lowering forward ; repeat 3 times. 
(6) As in Gj but lay-out left forward and lay- 
out left backward, finishing with closing-step 
left with quarter turn left. 



212 PHYSICAL TRAINING 

D. EXERCISES ON APPARATUS 

Climbing Poles 

thirteenth year 

Inclined Poles 

1. Bent-hang on two poles ; lowering slowly to 
hang ; jumping down (repeat). 

2. Bent-hang on two poles ; lowering slowly to 
hang with knee raising or lower leg raising ; 
jumping down. 

3. Climbing with grasp on two poles and either 
climbing-clinch on one pole ; climbing down- 
ward. 

4. Swinging in hang with grasp on two poles 
and after the second (third) rear-swing jump- 
ing down. 

5. Swinging in bent-hang with grasp on two 
poles, and after the second (third) rear-swing 
jumping down. 

6. In hang on two poles : Traveling up and 
down with moderate side swinging of legs. 

Vertical Poles 

7. Climbing with grasp on two poles and 
either climbing-clinch on one pole ; climbing 
down. 

8. Climbing on one of the end poles with change 



CLIMBING POLES 213 

of climbing-clinch with each pull and any 
grasp-over ; traveling diagonally downward 
(with each move on another pole). 



FOURTEENTH YEAR 

Inclined Poles 

1. Swinging in hang with grasp on two poles 
and after the third (fourth) rear-swing down- 
ward jump. 

2. Swinging in bent-hang with grasp on two 
poles and after the third (fourth) rear-swing 
downward jump. 

3. Climbing with grasp on two poles and either 
climbing-clinch on one pole ; traveling side- 
ward; then climbing down with grasp on one 
pole. 

4. Traveling diagonally upward (climbing up- 
ward w^ith changing poles) ; climbing down- 
ward with grasp on two poles. 

5. Climbing with grasp on two poles and change 
of climbing-clinch on one pole with each 
pull ; traveling downward without use of 
legs. 

6. In hang on two poles : Hand traveling up 
and down. 

7. Hang on two poles ; twice arm bending. 



214 PHYSICAL TRAINING 

Vertical Poles 

8. Traveling diagonally upward ; climbing down 
with grasp on one pole. 

9. Climbing with grasp on two poles and either 
climbing-clinch on one pole ; traveling side- 
wayS; and then climbing downward with 
grasp on two poles. 

10. Climbing with grasp on two poles and change 
of poles with each pull ; climbing down. 

FIFTEENTH YEAR 

Inclined Poles 

1. Change of hang and bent-hang with grasp 
on two poles (several times) . 

2. In hang and bent-hang position with grasp 
on two poles traveling up and down without 
use of legs. 

Vertical Poles 

3. Climbing with grasp on two poles and change 
of climbing-clinch with each pull ; travel- 
ing downward in bent-hang without use 
of legs. 

4. Climbing with grasp on two poles and change 
of climbing-clinch and poles with each pull ; 
traveling downward in hang position without 
use of legs. 



KNEE-SWING 215 

5. Traveling up and downward in hang and bent- 
hang without use of legs with grasp on two 
poles. 

Horizontal Bar 

thirteenth year 

Bar : Chest to Head High 

Starting position : Side-stand forward. 

1. Circle-up-swing with reversed grip and im- 
mediate change to ordinary grip ; inter- 
jump and under swing. 

2. In bent-knee-instep-balance-hang with re- 
versed grip : Leg stretching upward and again 
bending to balance-hang ; jumping down and 
change of grip ; jump bai;jkward to arch-hang 
position. 

3. Front-inner-knee-swing left ; lowering back- 
ward to knee hang and immediate knee- 
swing left ; lowering backward to knee hang 
and squatting-vault left to jump down- 
ward. 

4. Front-circle-up-swing to rest with ordinary 
grip ; trunk lowering forward with aid of 
comrade ; arm exercises in lowering forward 
position ; grasping and lowering to bent- 
knee-instep-balance-hang. 

5. Swinging in bent-hang with ordinary grip 



216 PHYSICAL TRAINING 

and after the second (third; fourth) rear- or 
fore-swing downward jump. 

6. From bent-knee-instep-balance-hang with or- 
dinary grip ; inter- jump and front-circle-up- 
swing to rest ; front-circle-down-swing (head 
first) to swinging in bent-hang ; jumping 
down forward or backward. 

Bar in Jump Reach 

Starting position : Side-stand forward^ in ex- 
ercises 1 , 9; and 11 under , in the others in rear 
of bar, 

7. From bent-hang with combined grip : Lower- 
ing to hang position with, knee raising ; lower- 
ing ; downward jump (several times). 

8. Swinging in hang with ordinary grip and 
after the third (fourth) rear-swing downward 
jump. 

9. From bent-knee-instep-balance-hang lower- 
ing to bent-hang ; lowering to hang. 

10. Swinging in hang with combined grip and at 
the second fore-swing jumping down for- 
ward with quarter turn to the side of the 
hand being in ordinary grip. 

11. Sw^inging in bent-hang with combined grip ; 
at the second fore-swing arm stretching to 
swinging in hang and after the second rear- 
swing downward jump. 



CIRCLE-UP-SWING 217 

FOURTEENTH YEAR 

Bar : Chest to Head High 

Starting position : Side-stand forward, 

1. Front-circle-up-swing to rest with ordinary 
grip ; lowering forward to bent-knee-instep- 
balance-hang ; leg stretching upward and 
lowering to bent-hang ; inter-jump and under 
swing. 

2. Front-outer-knee-swing left and flinging left 
outward to rest ; iuter-jump and front-circle- 
up-swing ; under swing (to normal position). 

3. From bent-knee-instep-balance-hang : Front- 
circle-up-puU to rest ; inter-swing and back- 
circle-down-swing (feet first) and jumping 
backward downward. 

4. In bent-hang with reversed grip : Change 
to ordinary grip ; jumping down and jump 
backward to arch-hang. 

5. Swinging in bent-hang with ordinary grip ; 
after the second (third) fore-swing jumping 
down with quarter turn. 

6. From bent-knee-instep-balance-hang with re- 
versed grip : Front-circle-up-puU ; lowering 
forward to swinging in bent-hang and at the 
second fore-swing jumping forward downward. 

7., Swinging in bent-hang with reversed grip 
and at the second fore-swing to bent-knee- 



218 PHYSICAL TRAINING 

instep-balance-hang ; leg lowering and rear 
swing in bent-hang to downward jump. 

Bar in Jump Reach 

All exercises J except the first one, are executed with 
ordinary grip, numbers 8 and 11 from side-stand^ the 
others from side-stand in rear of bar. 

8. From bent-hang with reversed grip : Lowering 
to hang ; arm bending ; arm stretching. 

9. Swinging in hang and after the third (fourth) 
rear-swing jumping down. 

10. Swinging in bent-hang ; at the second fore- 
swing arm stretching to swinging in hang 
and after the second rear-swing jumping 
down. 

11. Jump to bent-hang and immediate arm 
stretching to swinging in hang ; at the 
second fore-swing jumping down with quarter 
turn. 

12. S^\4nging in hang ; at the second fore-swing 
half turn forward left (the right hand here 
takes ordinary grip while left hand is in re- 
versed grip) and fore- and rear-swing to 
downward jump. 

13. Swinging in hang ; at the second fore-swing 
half turn forward left ; inter-jump to half 
turn forward right and fore- and rear-swing 
to downward jump. 



CIRCLE-DOWN-SWING 219 

FIFTEENTH YEAR 

Bar : Chest to Head High 

Starting position : Side-stand forward, 

1. Front-circle-up-swing with reversed grip ; 
lowering forward to reverse hang ; circle- 
up-pull and change of grip to ordinary grip ; 
back-circle-down-swing and under swing. 

2. Swinging in bent-hang with reversed grip 
and at the second fore-swing front-circle- 
up-swing ; change of grip to ordinary grip ; 
under swing. 

3. Swinging in bent-hang with ordinary grip ; 
at the second fore-swing front-outer-knee- 
swing left ; lowering backward with flinging 
left outward and swinging in bent-hang ; 
down jump backw^ard. 

4. Swinging in bent-hang and ordinary grip 
and at the second fore-swing front-circle- 
up-swing ; lowering forward to bent-knee- 
instep-balance-hang ; lowering to bent-hang. 

5. Front-circle-up-puU with ordinary grip ; 
lowering forward to rear- and fore-swing in 
bent-hang and front-outer-knee-swing left 
and flinging left leg outward to rest ; back- 
circle-down-swing and under swing. 



220 PHYSICAL TRAINING 

Bar in Jump Reach 

Starting position : Side-stand under bar. All 
exercises with ordinary grip. 

6. In bent-hang : Arm stretching and bending. 

7. Swinging in hang ; at the second fore-swing 
half turn forward left and immediately half 
turn forward right to fore- and rear-swing 
and downward jump, also 3 times half turn- 
ing in succession (left, right, left) and down- 
ward jump with quarter turn at fore-swing. 

8. From bent-knee-instep-balance-hang : Front- 
outer-knee-swing left ; by flinging left out- 
ward to rest ; back-circle-down-swing to 
swinging in bent-hang and at the second 
fore-swing downward jump. 

9. Front-outer-knee-swing left ; leg flinging left 
outward to rest ; under swing. 

10. Front-circle-up-swing ; under-swing to rear- 
swing and downward jump. 

Swiss Boom 

THIRTEENTH YEAR 

Boom : Hip to Chest High 

Starting position as in tenth year. 
1. Flinging left leg outward to straddle-mount 
left beside pommels ; leg swinging forward 



REST BACKWARD 



221 



and backward to front-leaning-rest ; jump 
down left sideward. 

2. As in 1 but from front-leaning-rest lower- 
ing to straddle-mount with 
fore- and back-swinging of legs 
to rear-vault left. 

3. Flinging left and right leg 
outward to side-mount (also 
to rest backward) between 
pommels (Fig. 85) ; jump down 
forward. 

4. Flinging right leg outward be- 
tween the pommels to rest 
(Fig. 86) (side straddle, also to 

balance-rest) and flinging left 
leg outward with quarter (half) 
turn right to jump down. 

5. Flinging left leg outward be- 
tween the pommels to balance 
rest ; flinging left outward to 
stand ; also right ; squatting- 
vault. 

6. Flank- vault left, first ^dth 
momentary rest on the boom 

Fig. 86. with left foot. 




Fig. 85. 




222 



PHYSICAL TRAINING 



FOURTEENTH YEAR 




Boom : Hip to Chest High 

Starting position as in tenth year, 
1. Flinging left leg outward between the pommels 
to balance rest ; several times side swinging 

of both legs and finally fling- 
ing left outward to stand. 
2. Flinging left leg outward be- 
tween the pommels to side 
swinging of both legs and 
flinging left outward to stand ; 
also right ; flinging left and 
right outward to rest back- 
ward and jumping down 
forward. 

3. Flinging left leg outward to straddle-mount 
left beside the pommels ; back-shears ; dis- 
mounting left side- 
ward. 

4. Flinging left leg out- 
ward between pommels 
to rest and three- 
quarter turn • to left 
to straddle-mount left 
beside pommels ; rear- vault left. 
Balance-rest with side swinging of closed and 
stretched legs over height of boom. 



Fig. 87. 




Fig. 88. 



5. 




VAULTS 223 

6. Flank-vault left. 

7. Rear-vault left^ first with momentary rest 
of left foot on 
boom. 

8. Squatting-vault (Fig. 
87), flank- vault (Fig. 
88); and rear- vault 
(Fig. 89), also with 
short running start "^^^^ ^^* 
(to be practiced very frequently !). 

FIFTEENTH YEAR 

Boom : Hip to Chest High 

Starting position as in tenth year, 

1. Balance-rest with flinging left leg inward and 
jump down. 

2. Flinging left leg inward between pommels 
to balance-rest ; side swinging of both legs 
and flinging left outward to stand. 

3. Flinging left leg outward between pommels 
to balance-rest with side swinging of both 
legs and flinging left inward to stand. 

4. Circle left outward to stand. 

5. Circle left inward to stand. 

6. (a) Balance-rest with high straddling. 

(6) Straddle-stand on boom with firm grasp 
of hands ; repeated with inter-jump. 




224 PHYSICAL TRAINING 

(c) Momentary straddle-stand and jump down 
forward. 

(d) Straddle-vault (Fig. 90) (comrade stands 
by as aid). 

7. After short running start : Squatting- vault 

(Fig. 87), flank-vault (Fig. 
88), rear-vault (Fig. 89), strad- 
dle-vault (Fig. 90), and free- 
jump (without touching, i.e., 
clearing the apparatus). (All 
^^ these exercises to be repeated 
Fig. 90. frequently ! ) 

Exercises of Posture. Boom or Horizontal 

Bar 

(Height : Knee to Hip) 

THIRTEENTH YEAR 

(Body leaning against the boom.) 

1. In side-stand forward with bend (neck-rest, 
or stretch) position of arms : Leg raising left 
backward with trunk lowering (also trunk 
bending) forward. 

2. Side-stand backward with arm position as in 
1 : Leg raising left forward, with trunk 
lowering backward. 

3. Cross-stand with arm position as in 1 : Leg 



EXERCISES OF POSTURE 225 

raising right sideward with trunk lowering left 
sideward. 

FOURTEENTH YEAR 

1. In rest position (grasp firm!) with aid of a 
companion holding the feet : Trunk lowering 
forward (several times) ; same exercise with 
bend (neck-rest^ or stretch) position of arms. 

2. In side-mount^ with the aid of a companion, 
first also with firm grasp, then with arm posi- 
tion as in 1 : Trunk lowering backward. 

3. Rest position : Trunk lowering forward ; trunk 
bending forward ; change of lowering to bend- 
ing (several times) (aid of a companion). 

FIFTEENTH YEAR 

1. In rest position : Trun^ lowering forward 
(see fourteenth year) ; trunk turning left. 

2. In side-mount : Trunk lowering backward ; 
trunk turning left (aid of a companion). 

3. Side-stand forward (one step away from boom) 
with instep support (also with foot on the boom 
and aid of a companion) ; hands on hips ; 
(Bend, neck-rest, or stretch position of arms) : 
Trunk lowering backward. 

4. Side-stand backward (one step away from boom, 
with putting one foot on boom) ; hands on hips ; 
(Bend, neck-rest, or stretch position of arms) : 
Trunk lowering (trunk bending) forward. 



226 



PHYSICAL TRAIXIXG 



Parallel Bars 



THIRTEENTH YEAR 

Bars : Hip to Chest High 

1. Swinging in rest and at the third (fourth) fore- 
swing front-vault left. 

2. Straddle-mount in front of both hands ; grasp- 
ing forward and leg raising backward to 
front-leaning-rest ; inter-jump to rear-vault left. 

3. Swinging in rest; at the second rear-swing 

straddle-mount in rear of 
both hands ; trunk lowering 
forward in bend position of 
arms (Fig. 91) (with neck- 
rest instead of bend position 
of arms) with heel-support 
under bars ; trunk raising 
(repeat) ; grasping forward, 

fore-swing and front-vault left with quarter 
turn right. 

4. Swinging in rest and at the third (fourth) rear- 
swing rear-vault left. 

5. Swinging in rest and at the second rear-swing 
straddle-mount in rear of left hand ; change 
to straddle-mount in rear of right hand ; rear- 
vault left. 

6. Straddle-mount in front of hands ; grasping 
forward and leg raising backward to front- 




FiG. 91. 



REAR-VAULT 227 

leaning-rest ; leg raising left backward or rais- 
ing of left arm sideward ; inter-jump and rear- 
vault left. 

7. From side-stand outside : Jump to rest with 
leg flinging left and right outward to mount 
between the hands on near bar ; trunk lower- 
ing backward with arm bending (or raising) 
and pressing legs under and against the front 
bar (repeat) ; quarter turn right to cross-rest 
and swinging^ at the second fore-swing outer- 
cross-mount in front of left and imm.ediate 
change to outer-cross-mount in front of right 
hand and front-vault left. 

8. Swinging in rest to straddle-mount in rear of 
both hands ; trunk lowering forward with arm 
bending and heel-support** under bars ; trunk 
raising ; grasping and swinging to momentary 
straddle-mount in rear of left hand and rear- 
vault right. 

FOURTEENTH YEAR 

Bars : Hip to Chest High 

1. From side-stand outside after short running 
start and combined grip of hands : Jump 
with leg flinging left outward to straddle- 
mount in rear of right hand ; inter-swing to 
front-leaning-rest ; arm bending (repeat) (Fig. 
92) ; inter-jump to rear-vault left. 




Fig. 92. 



228 PHYSICAL TRAINING 

2. Beginning as in 1 : Flank-vault left to side- 
mount between hands on rear bar ; trunk 
lowering backward with arm bending upward 

and leaning of legs 
under and against 
the front bar; 
head turning left ; 
head turning for- 
ward ; trunk raising ; inter-jump to rest on 
front bar with leg flinging left outward to 
resting of foot and jump down forward. 

3. Swinging in rest with straddling at each rear- 
swing and at the third (fourth) fore-swing 
front- vault left with quarter turn right. 

4. Swinging in rest with straddling at each fore- 
sw^ing and at the third (fourth) rear-swing 
rear-vault left. 

5. From side-stand outside after short running 
start with combined grip of hands : Leg 
flinging left outward to straddle-mount in rear 
of both hands ; trunk lowering forward with 
arm bending to rest position and heel-support 
under bars (Fig. 91, p. 226) (repeat) ; grasping 
forward and inter-jump to rear-vault left. 

6. Swinging in rest and at the second rear-swing 
front-leaning-rest ; leg raising left backward 
with slight arm bending ; swinging in rest and 
front-vault left with quarter turn right. 



PARALLEL BARS 



229 



7. From deep knee bending in cross-stand with 
grasping of bars from outward : Circle-up- 
swing to heel-support under bars and trunk 
stretching with forward position of arms to 
straddle-mount (Fig. 93) ; grasping backward. 




Fig. 93. 

swinging in rest, at the second rear-swing rear- 
vault left. 
8. Swinging in rest and at the second rear-swing 
front-leaning-rest ; swinging in rest and at the 
second fore-swing back-leaning-rest ; swinging 
in rest and at the second fore-swing jump down 
with quarter turn left to side-stand inside ; 
flank-vault over the front bar with resting of 
left foot. 

FIFTEENTH YEAR 

Bars : Chest High 

1. From side-stand outside after short running 
start with ordinary grip of hands : Flank- vault 
left to side-stand inside and jump to mount 
between hands on rear bar ; trunk lowering 
backward with arm bending to neck-rest and 
leaning of legs under and against front bar ; arm 



230 PHYSICAL TRAINING 

stretching sideward (repeat) ; trunk raising ; 
jump down and flank- vault left over front bar. 

2. Beginning as in left : Rear-vault to cross- 
stand inside bars and fore- and rear-swing to 
front-leaning-rest; leg raising left backward 
with arm bending (repeat); fore-swing to 
momentary straddle-mount in front of left bar 
and front-vault right with quarter turn left. 

3. Swinging in rest with straddhng at each fore- 
and rear-swing and at the third (fourth) fore- 
swing front-vault left 
with quarter turn 
right or at the third 
(fourth) rear-swing 
rear- vault left. 

4. Swinging in rest ; at 
besrinning of second 

Fig. 94. • i n- • 

rear-swmg legnmgmg 
left inward and quarter turn to side-leaning- 
rest on front bar (Fig. 94) ; arm bending 
(repeat) ; jump backward down. 

5. Swinging in rest, at beginning of the third rear- 
swing leg flinging left inward and half turn left 
with circhng right outward between bars to 
momentary outer-cross-mount in front of left 
hand ; inter-swing to front- vault left with 
quarter turn right. 

6. From side-stand outside after short running 




STALL BARS 231 

start with combined grip of hands : Rear- 
vault left to fore- and rear-swing and straddle- 
mount in rear of hands ; trunk lowering for- 
ward with arm raising forward-upward (side- 
ward-upward) and heel-support under bars ; 
Trunk raising with arm lowering sideward (re- 
peat) ; grasping forward and fore-swing and at 
beginning of rear-swing leg flinging left inward 
to down jump right sideward. 

7. From side-stand outside : With short starting 
run and combined grip of hands ; rear-vault 
over both bars to cross-stand on the other side 
of bars (first to be practiced on bars hip high). 

8. From deep knee bending in cross-stand with 
grasping bars from outside : Circling bars 
to heel-support under bar^and trunk stretching 
with upward position of arms to straddle- 
mount in front of hands (grasping in rear of 
legs) ; inter-swing to outer-cross-mount in front 
of left hand and front- vault right with quarter 
turn left. 

Stall Bars 

thirteenth year 

1. In cross-stand with grasp of inner hand on 
one bar : 

(a) Leg raising left backward with knee bend- 
ing right and trunk lowering forward. 



232 



PHYSICAL TRAINING 



2. 



(6) Leg raising left forward with knee bending 

right and trunk lowering backward. 

In side-stand forward with left foot on bar : 

Trunk lowering backward with 

(a) Arm bending to neck-rest position. 

(6) Arm raising forward upward. 

3. In span-bend position with grasp on one bar 
(see exercise of 8 b^ p. 137). 

(a) Knee raising left (high !) . 
(6) Knee raising left ; leg stretching left for- 
ward. 

4. In forward hang position on upper bar : Slow 
lower leg raising. 

5. In backward hang position on upper bar : 

Rapid leg raising 
and immediate 
slow lowering. 

6. In side-stand back- 
ward with left foot 
on bar (not higher 
than knee high) 
and hands on hips : Fall-out right forward 
with trunk lowering forward (Fig. 95). 
In cross-stand^ 3-4 feet from apparatus^ left 
side of body toward it : Arm raising side- 
ward-upward and leg raising right sideward 
with trunk lowering left sideward and grasping 
with ulnar grasp (wide! lower arm stretched^ 




Fig. 95. 



SPAN-BEND POSITION 



233 



upper arm slightly bent) ; leg lowering right 
(repeat). 
8. From side-stand backward : Front-leaning- 
rest with feet on apparatus — traveling back- 
ward on hands with short jumps, and traveling 
with feet to higher bars (short duration!). 



FOURTEENTH YEAR 

1. In cross-stand with grasp of right hand on 
one bar : Deep knee bending ; leg stretching 
left forward to forward position (leg stretch- 
ing left sideward with placing foot on bench). 

2. In side-stand forward with left foot on bench 
and arm bending forward : 

Trunk lowering backward ; 
arm stretching sideward (re- 
peat). 

3. In span-bend position with 
grasp on one bar (see exercise 
8 6, p. 137). 

(a) Knee raising left with 
heel raising right. 
(6) As in a, then leg stretch- 
ing left forward. 

4. Span-bending in kneeling (Fig. -96) 
vertical, knees either closed or apart. 

5. In bent-hang forward on upper bar (elbows 
sideward) : Slow lower leg raising. 




Fig. 96. 



thighs 



234 



PHYSICAL TRAINING 



6. In backward hang position on upper bar: 
Knee raising; leg stretching left forward; 
also right forward; leg lowering. 

7. In side-stand forward on one bar, grasp head 
high or higher : Alternate deeper grasping of 
hands with stretched legs and arms (also transi- 
tion to sitting position) ; then also grasping 
higher of hands (trunk stooping and stretching) . 

8. In side-stand backward left foot on bar and 
bend position of arms: Fall-out right for- 
ward with trunk lowering for- 
ward; arm stretching sideward 
(upward) ; arm bending to neck- 
rest position (repeat) . 

9. Span-bend-standing (Fig. 97) from 
side-stand backward, body lean- 
ing close to bars, grasp as high 
as possible, then grasping 2 bars 
deeper, whereby the knees are 
shghtly bent but heels do not 
leave the floor ; then with the 
arms in stretch position stretching 
of legs, whereby the back (chest) 
leaves the bars and the thighs are pressed 
backward. Change several times of knee 
bending position and span-bend-standing. 
10. In cross-stand (3 feet from apparatus and left 
side toward it) : Arm raising sideward-up- 




FiG. 97 



STALL BARS 235 

ward and trunk bending left sideward with 
ulnar grasp at double arm length ; high leg 
flinging right sideward; whereby the left foot 
rests slightly on floor. 

11. From cross-stand : Side-leaning-rest with 
rest of left hand on floor or lower bar and 
ulnar grasping of right hand over head ; leg 
raising right sideward. 

12. From side-stand backward : Front-leaning- 
rest with feet on bars ; traveling backward 
on hands with short jumps and traveling 
with feet to higher bars to slight hand-stand. 



FIFTEENTH YEAR 

1. In cross-stand with grasp of inner hand on 
one bar: 

(a) Leg raising left backward wath leg lower- 
ing forward to balance standing position 
(body horizontal). 

(6) As in a with knee bending right, 
(c) Leg raising left forward with deep knee 
bending right. 

2. In side-stand forward with left foot on bar 
and bend position of arms : Trunk lowering 
backward : 

(a) Arm stretching upward. 
(6) Trunk turning left. 



236 PHYSICAL TRAINING 



O 

O. 



In span-bend position with grasp on one bar 

(see exercise 8 6^ p. 137). 

(a) Leg raising left fon^'ard. 

(6) As in a with heel raising right. 

4. In span-bend position kneeling : Slight rais- 
ing of knees. 

5. In bent-hang forward on upper bar : Arm 
stretching to hang, also with lower leg raising. 

6. In side-hang backward on upper bar : 

(a) Knee raising and leg stretching forT\'ard. 
(6) Leg raising forward and knee raising. 

(c) Leg raising forward; then opening and 
closing of legs. 

(d) Stand on one bar and change of stand 
and span-bend-standing position. 

7. In side-stand backward and left foot on bar 
and bend position forward (upward) of arms : 
Fall-out backward forw^ard with trunk lower- 
ing forward. 

(a) Arm stretching sideward (from arm bend- 
ing forward position). 

(6) Arm stretching upward (from upward 
bend position). 

(c) Trunk turning left. 

(d) Trunk bending forward in change with 
lowering. 

8. In span-bend-standing position (see exercise 
9, p. 234): Leg raising left forward; also with 
heel raising right. 



LONG BENCH 237 

9. From side-stand backward : Front-leaning- 
rest with feet on bars. 

(a) Raising of left arm sideward (forward- 
upward) . 

(6) Leg raising left backward, 
(c) Arm bending. 
10. In cross-stand (3 feet from apparatus and left 
side toward it) : Arm raising sideward-up- 
ward and trunk bending left sideward with 
ulnar grasp at double arm length (or more) ; 
leg raising right sideward (a comrade supports 
the raised leg) ; leg raising left to flag position. 

Long Bench (Swiss Boom) 

thirteenth x^ar 

A, Balance Exercises 

(On reverse bench (boom) or on balance beams,) 

1. In front-step position left : Deep knee bend- 
ing. 

2. Walking with alternate knee bending and 
stretching (gradually deeper and finally to 
deep knee bending of standing leg). 

B, Jump over the Obliquely Placed Benches 

Four pupils stand in side-stand on lower end 
of four obliquely placed benches ; at command 
they jump with closed feet over the lowest place 



238 PHYSICAL TRAINING 

of the set, make a turn and repeat jump with 
closed feet about one yard from the lowest end 
(toward higher end) ; meantime the following 
four pupils do the first jump, all make half turn 
and execute the following jump, etc. 

C. Essential Exercises on Bench (Boom) 

3. In straddle-mount on bench : 

(a) Trunk stooping forward (bending back- 
ward) ; arm raising (bending and stretching). 
(6) Trunk bending left sideward ; arm ex- 
ercises as in a. 

4. In front-leaning-rest with rest of hands on 
bench : 

(a) Raising of left arm sideward (forward- 
upward) . 
(6) Leg raising left backward. 

5. In side-leaning-rest with rest of left hand 
on bench : 

(a) Raising of right arm sideward (sideward- 
upward) . 
(6) Leg raising right sideward. 

6. In back-leaning-rest with rest of hands on 
bench : Leg raising left forward. 

D. Long Bench and Stall Bars 

If no stall bars are available, a comrade can 
hold fast the feet of the performing pupil, or the 




BENCH EXERCISES 239 

feet can be leaned against another bench or the 
lowered boom. 

7. In side-mount on bench with grasp of front 
edge and feet on lower bar : Trunk lower- 
ing backward (Fig. 
98). (Trunk stays 
stretched and is 
lowered back- 
ward. The lower- 

.1 - , Fig. 98.* 

mg, m the start 

moderate only^ is gradually extended and 
finally performed so deep that the head 
reaches the floor.) 

8. As in 7; then trunk turning left. 

9. Lying forward on bench^ but only on thighs^ 
not on abdomen ; hand? resting on floor, 
feet on bars, or held by a comrade : Stretch- 
ing of body with hands on hips. 

FOURTEENTH YEAR 

A. Balance Exercises 

1. Walking on higher (horizontal) benches. 

2. As in 1 and exercises as provided for Course 
II. 

B. Jump Over the Obliquely Placed Benches 
(As in thirteenth year.) 



240 PHYSICAL TRAINING 

C. Essential Exercises on Bench {Boom) 

3. In straddle-mount on bench : Trunk turning 
left. 

4. In front-leaning-rest with rest of hands on 
bench : Leg raising left backward with rais- 
ing of right arm sideward (forward-upward). 

5. In front-leaning-rest with rest of hands on 
bench : Leg raising right sideward with 
raising of right arm sideward-upward. 

6. Ill front-leaning-rest with rest of hands on 
floor and feet on bench : Arm and leg rais- 
ing as in exercise 4. 

7. In side-mount on bench with grasp of front 
edge and feet on lower bar (exercise 7 , p. 
239) ; trunk lowering backward : 

(a) Head twisting left. 

(6) Arm raising forward upward and lower- 
ing backward until the index fingers touch 
the floor^ chest raised as high as possible. 

8. Lying forward on bench with rest of hands 
on floor and feet on bars (exercise 9, p. 239) ; 
stretching of body with arm bending (Fig. 99^ 
p. 242) (arm bending forward ; to neck-rest 
position). 

9. As in 8, then head twisting left. 



BENCH EXERCISES 241 

FIFTEENTH YEAR 

A, Balance Exercises 

1. Walking upward and downward on inclined 
bench. 

2. As in 1 with suitable exercises as provided 
for Course II. 

B. Jump over Obliquely Arranged Benches 
(As in thirteenth year.) 

C. Essential Exercises on Bench (Boom) 

3. In straddle-mount on bench : Trunk turning 
left with trunk stooping forward. 

4. In front-leaning-rest with rest of hands on 
bench : Arm bending. > 

5. In front-leaning-rest with rest of hands on 
floor and feet on bench : Arm bending. 

6. In side-leaning-rest with rest of right hand 
on floor and right foot on bench : Leg rais- 
ing sideward. 

D, Long Bench and Stall Bars 

7. In side-mount on bench with grasp of front 
edge and feet on lower bar (exercise 7, p. 239) : 
Trunk lowering backward ; hands on hips 
(arm bending to neck-rest; change of arm 
positions) . 

R 



242 PHYSICAL TRAINING 

8. In lying forward on bench with rest of hands 
on floor and feet on bars (exercise 9, p. 239); 
stretching of body with arm raising forward 
upward (change of upward and sideward posi- 
tion of arms). 

9. As in 8 with hand on hips (arm bending to 
neck-rest position) ; trunk turning left. 

10. As in 8 but similar to span-bend position 
(upper body above chest raised) and arm 




Fig. 99. 

position as in 8 and 9^ also trunk lowering 
forward, until front touches floor in change 
with the first position (Fig. 99). 

E, ATHLETICS 
1. Jumping 

A. SCHOOLING 

(a) Broad jump, 

1. From stand with feet together, 36-44 
inches. 



JUMPING 243 

2. With starting run of two to three steps and 
take-off left, 48-72 inches. 

3. Twenty feet starting run and free take- 
off, 72-88 inches. 

4. Forty feet starting run and free take-off, 
80-100 inches. 

(6) High jump. 

1. From stand with closed feet, 20 inches. 

2. From stand with short jump forward, 
20-24 inches. 

3. One step start : . Hop and jump with feet 
together, 20-24 inches. 

4. Two to three running steps, take-off left, 
20-28 inches. 

5. Twenty feet run with free take-off, 24-32 
inches. > 

6. Running broad-high 33 feet run and free 
take-off, ff- ff inches. 

(c) Swiss storm board placed on horizontal bar 
or boom, beginning with 4 feet and increase 
height gradually. 

1. Run to take-off, turn around, and run back 
to stand. 

2. Run to take-off, stop in fall-out position, 
and jump forward, also broad jump. 

3. Run to take-off and immediate jump for- 
ward. 

4. As in 3, but with only twice stepping on 
board. 



244 PHYSICAL TRAINING 

To avoid accidents it is necessary to inspect and 
watch closely the jumping apparatus. Each 
lesson should begin with jumps of moderate 
height; and then gradually increase the require- 
ment. 
(d) Buck. Height in beginning 32 inches. 

1. Straddling over buck in cross position. 

2. The same over buck in side position. 

3. Jump to momentary squatting-stand on 
buck in cross position and jump forward. 

4. Squatting-vault over buck in cross position. 
(Attention! Stand in aid to the performer!) 

B. APPLIED RUNNING 

For broad; high, and deep jump the same ex- 
ercises may be used as in Course II, with increase 
of width and height. Added thereto, are : 
(a) Hurdle jump over bar or hurdle (take-off 

from one foot and land on the other). 
(6) Rest-jump over a barrier, boom, or board from 

stand or running : 

1. Flank-vault with momentary rest of the 
outer foot. 

2. Flank- vault. 

3. Rear-vault with momentary rest of the 
advance swinging foot (combined grip). 

4. Rear-vault. 

5. Straddle-vault over comrade. 



CLEARING OBSTACLES 245 

(c) Succession of different jumps. To give the 
boys an opportunity to exercise a variety of 
jumpS; a series of obstacles are placed in the 
gymnasium or on the athletic ground. For 
example : 

1. Swedish bench or balance beam in inclined 
position: High-jump. 

2. Two mattresses in a given distance apart; 
jump from one to the other : Ditch-jump. 

3. Swiss storm board on side horse or hori- 
zontal bar: Deep-jump. 

4. Swiss boom : Jump to mount the boom 
and deep-jump. 

5. Horse without pommels in cross position : 
Rest-jump, flank-vault. 

6. Buck in cross position : Straddle- or 
squatting-vault. 

The following arrangement is an example of a 
hurdle track for jumping, climbing, '' traveling/' 
balancing and mounting. 

1. Buck in low height: Free jump. 

2. Climbing apparatus with vertical and in- 
clined poles : Climbing upward on one ver- 
tical pole, ^' traveling '' sideward and down- 
ward (without using legs) on two inclined 
poles. 

3. Balance beams: Walking forward. 

4. Several horizontal bars on rack : As- 



246 PHYSICAL TRAINING 

cending^ stepping over^ descending, and deep- 
jump. 
5. Swiss boom: Flank- vault. 

2. Running 

Endurance run and sprint (dash) race of Course 
II, with increased requirements. 

Obstacle race over balance beams, tree trunks, 
beams, boards, ditches, slopes up and down, 
under parallel bars and low-stretched rope. The 
obstacles are cleared by alighting on one foot. 

Relay race of Course II to be played so that 
in parties equally strong the first runner, after 
placing the balls, taps the second to gather them, 
and the second after gathering, taps the third 
to renew the placing. The return of the last 
runner to the starting line is announced by stretch- 
ing arms upward of the whole party. 

Flag relay race is similar to the number race, 
but the first runners carry a small flag (stick, 
gymnasium shoe) which, after finishing the run, 
they hand over to next run number. The last 
runner announces his return by raising the flag 
over head. 

Courier race in zig-zag (Fig. 100). The class 
is divided in 2 to 4 equal parties, each of which 
subdivides itself into halves, the one having the 
even numbers and the other the uneven numbers. 



COURIER RACE 247 

facing each other at a distance of 30 to 50 yards. 
The starting points are exactly marked by flags 
or stakes. No. 1 is ready, left hand on flag. 
The numbers 1 begin the race in carrying the 
flag (stick, gymnasium shoe, cap) to numbers 2, 
who take it to numbers 3, etc. Each pupil runs 



Party A 



Fig. 100. 



twice and returns to his starting place. (Last 
runner raises flag.) The pupils' attention must 
be called to the importance of a correct dehvery 
of the flag and the improperness of too early a 
start. 

Courier race in straight line. This running 
exercise is favorably combined with a hike. Dis- 
tances and running time must be ascertained. 
Intervals may be taken while marching by step- 



248 PHYSICAL TRAINING 

ping out of one or two runners at a given number 
of steps (120 paces equal 100 yards). Good 
results are obtained by forming two columns, 
each one taking position on one side of the road. 

3. Throwing 

a, exercises with the small ball 

Repetition of throwing and catching of Course II. 
Catching with one hand, right and left, should 
be required. Pitching, as a rule, is to be head high. 
Catching with one hand of a long throw demands 
a sharp eye and a ready hand ; it fascinates by 
daily increasing cleverness and superiority and 
should be acquired by all pupils of higher 
grades. 

B. EXERCISES WITH THE LARGER BALL 

Repetition of throwing and catching as in Course 
11. Distance throwing may be practiced as 
exercise for individual pupils. 

Throwing of the sling ball (Fig. 101, p. 249) 
and catching. Handle or sling permits a much 
stronger throw. Three or four fingers do the 
grasping. A timely release of this grip is the 
main requirement for a successful throw. If the 
fingers release the grip too early, the flight of 
the ball will lack distance or make the ball roll ; 



LARGE BALL 



249 



if too late, the throw will be too high and cause 
the ball to fly vertically or even backward. If 
the release of all the fingers 
does not take place simul- 
taneously, the ball will fly in 
an oblique direction. 

The throwing is to be prac- 
ticed first from fore- and 
rear-swinging, later from arm 
circling. Other forms of throw- 
ing are : 
(a) The thrower takes fall-out 

forward, face about, on 

throwing line, reaches over shoulder to throw, 

which he performs with half turn. 
(6) Circling of arm in front o-f body is followed 

by circling in rear (circling in Fig. 8). 
(c) The actual throwing is preceded by a starting 

run (best some form of a change-step-hop) 

and arm circling. 
The sling-ball throwing is suitable for contests 
of single throwers. Width of zone for scoring 
balls 40-50 feet. 




Fig. 101. 



4. Pulling and Pushing 

Repetition from Course II. 

For other exercises the pupils are pitted against 
each other in pairs. 



250 PHYSICAL TRAINING 

Single pole pushing. Contestants facing each 
other^ grasp end of pole, 6 feet long and 2 inches 
thick, and brace themselves. Object : To push 
the opponent out of position. 

Double pole pushing. Contestants between the 
two poles, facing each other ; the poles are placed 
under the arms close to the arm pits, ends pro- 
jecting. Object : To push the opponent out of 
position. 

Double pole pulling. Contestants between the 
two poles back to back. Object : To pull the 
opponent out of position. 

Tug of war. See Course II, also One-armed 
tug : Contestants pulling with one arm only. 
The same with facing outward, and pulling rope 
over shoulder. 

Tug of war with running race. The two parties 
face each other 10-15 yards from end of rope 
(in right angle to rope) and run toward it for 
the contest. The best runner of each party is 
placed in the continuation line opposite the end 
of the rope and runs to the end of same, grasp- 
ing it and tugging while the others take hold 
in front of him. The running distance should 
not be too long, as the fastest runner would 
succeed in getting the whole rope in his posses- 
sion, thereby preventing the main exercise of the 
tug of war. 



LIFTING OF BARS 251 

5. Lifting and Throwing the Weight 
lifting of horizontal bars 

Repetitions from Course II, also with more 
weight : 3-4 pupils in flank line between two bars : 
Grasping both bars and 
(a) 1. Lifting to side-position ; 

2. Arm bending (bar on shoulder) ; 

3. Arm stretching to side-position ; arm 
lowering. 

The second and third exercise repeated. 
(6) As in a with lifting to upward position in first 

and third time, 
(c) 1. Lifting left to upward position ; 

2. Arm bending left and right (bars on 
shoulders) ; 

3. Lifting right and lowering left ; 

4. As in 2, etc., until 8 lowering right. 

{d) Lifting and lowering always through side- 
ward position : 

1. Lifting left to upward position ; 

2. Lowering left to downward position and 
lifting right to upward position ; 

3. Lifting left and lowering right^ etc. 

LIFTING OF IRON RODS 

Repetitions from Course II with increase of 
weight. 



252 PHYSICAL TRAINING 

LIFTING OF STONES 

They should not be over 13-18 pounds. It is 
much preferable to hft hghter weights often than 
heavy ones only once or twice. 

6. Climbing. 1 ^ r^ tt 
„ ^ oee Course ii. 

7. Swimming. J 

8. Examples for Contests 

Proficiency in athletic exercises is much easier 
judged than in other groups of gymnastics. The 
omission of apparatus and the open air for their 
performance make such exercises suitable for 
hikeS; picnics, and other school events ; contests 
for classes and teams are in the fore-ground, 
but contests for individual pupils may also be 
held. 

(a) Sprint (dash) of the whole class. The best 
runner to get 10 points ; the tenth one point. 
Broad jump. The best performer gets 10 
points ; the tenth one point. 
Throwing the large hall. The best thrower 
receives 10 points ; the tenth one point. 

The pupil with the highest number of points 
is the winner. 
(h) Sprint. The ten best runners meet in : ^ 

High jump. The two best ones in this con- 
test decide the winner by a tug of war. ^ 



WINTER EXERCISES 253 

9. Examples for Gymnastic Lessons in the 

Field 

A. 1. Marching exercises in a road or street, 
leveled off ground. 

2. Endurance run (3-5 minutes). 

3. Open marching column and free-standing 
exercises. 

4. High jump to top of a slope and deep jump 
from it. 

5. Catch and pull tug of war. 

6. Game. 

B. 1. Marching. 

2. Broad jump (ditch). 

3. Free-standing exercises. 

4. Hurdle race (slope, piies of stones, trunk 
of trees, etc.). 

5. Climbing (woods). 

6. Game. 

C. Exercises for winter time. 

Body exercises for the winter may occasionally 
take the place of methodical gymnastics. The 
teacher should keep all the pupils occupied so 
that they do not catch cold by standing around 
idle. It is entirely up to the teacher to arrange 
such a lesson, and a careful study of the follow- 
ing exercises is recommended : 



254 PHYSICAL TRAINING 

(a) Exercises without apparatus. 

1. Throwing snowballs : 
(a) distance throwing; 

(6) high throw; at a mark or object ; 
over a mark (with left and right hand). 

2. Rolling snow: 
(a) in free style; 

(6) as a contest. Divide in groups and 
ascertain which group makes the largest 
ball or rolls it the farthest in 5 or 10 minutes. 

3. Jump over snowballs. 

4. Piling up snowballs. Storming to top 
and deep jump. 

(b) Sleighing and walking on snowshoes (bar- 

rel staves) ; 

(c) Skating. 

1. Falling in line on the different sides of 
the ice field (in one rank or two) . 

2. In column of two or four : Skating in 
beats. 

3. Skating in front line (beginning with hands 
joined). 

4. Turn of front line. 

5. Change from line to marching column and 
reverse by turning in pairs, right by twos, and 
right front into line. 

6. Running in single flank line (zig-zag or 
circle). 



HIKES 255 

7. Running in pairs (one pupil forward; the 
other backward). 

8. Running race: 
(a) individual; 

(6) in chains of 2, 3, 4 pupils. 

9. Short broad jumps (feet together). 
10. GameS; played while skating. 

10. Hikes 

Once in a while it is advisable to have a hike 
take the place of a gymnastic lesson. It develops 
ability and discipline in marching. An insertion 
of endurance runs may increase the proficiency of 
such performance. If abundant time is available 
for a hike (two hours or a half a day), the time for 
rest (exactly regulated) may^be used for deter- 
mination of places and points (on map), to esti- 
mate distances, and to measure such by steps. 
Courier race, war games, as, for instance, protec- 
tion of the march, covering, or ambush, scouting 
and storming a position, are fascinating additions 
to a hike. Endurance, alertness, cheerfulness, 
and love of nature are the result of hikes. Good 
songs ought to gladden the occasion, and the 
pupils should become accustomed to simplicity. 



256 PHYSICAL TRAINING 

11. Games in the Field 

(a) War Game between Fugitives and 
Pursuers 

This game is especially adapted for the woods. 
The place should not be too limited, but bordered 
by roads, ditches, walls, etc. The players, the 
number of whom should not be under 15 to 20, 
separate themselves into two parties, into fugitives 
and pursuers, each one selecting a captain. The 
pursuers, recognizable by a piece of cloth around 
the arm, build a fortified camp serving as a prison, 
while the fugitives escape and hide themselves. 
After 2 to 5 minutes the captain of the pursuers 
sends his party out to take the fugitives prisoners. 
A fugitive is taken after receiving three light taps 
from a pursuer, and must accompany the latter 
to the camp. To evade being taken prisoner, 
the fugitive may hide, climb trees, or may attempt 
to pin down or even tie the hands of the pursuer. 
The game is finished when all the fugitives are 
taken prisoners. If the captain of the fugitives 
is able, without being tapped, to sneak into 
the camp or to penetrate into it untapped, with 
the aid of several fugitives, all captives are set free 
and they escape anew. It is, therefore, necessary 
for the camp to have always a sufficiently strong 
garrison. 



PAPER CHASE 257 

(b) The Paper Chase 
(Fox and Rider) 

Two fleet-footed boys, called foxes, recognizable 
by a special mark, well acquainted with the sur- 
roundings receive a small bag with shreds of paper 
as a ^^ scent.'' The other boys play the role of 
pursuers (^^ riders '')• ^'t the start of the game the 
foxes are given a handicap of 15 minutes, and they 
are free to choose any direction ; but they should 
go across the fields, through the woods, over sticks 
and stones. While running, the one fox strews 
the shreds to indicate approximately the road 
they took, but not so thickly as to make the chase 
too easy for the riders. Then the wild hunt starts 
and once in a while, when th^ foxes are seen, the 
pursuers give vent to yells. If they are caught 
before reaching their original starting point, the 
riders are the winners ; if the foxes reach the base 
first, the victory is theirs. 

The hunt generally lasts a good while if the 
foxes succeed in misleading the pursuers. With 
a large class of pupils two to three hunts may be 
arranged at the same time. Different colors of 
paper shreds and special marks must be used for 
the different parties. 



THE CLASSIFICATION OF THE PRINCI- 
PAL EXERCISES OF THE SWISS SYS- 
TEM OF GYMNASTICS IN REGARD TO 
PHYSIOLOGICAL EFFECTS 



THE CLASSIFICATION OF THE PRINCI- 
PAL EXERCISES OF THE SWISS SYS- 
TEM OF GYMNASTICS IN REGARD 
TO PHYSIOLOGICAL EFFECTS 

Group I 

A, DRAINING EXERCISES (lEg) 

They serve to regulate the circulation^ and 
are used at the beginning of a lesson, after the 
arch-flexion and the trunk movements or, in any 
case where the blood vessels of the abdomen, 
chest, or head are congested. 

Exarnples of Leg Movements : 

(With and without arm exercises.) 

Heel raising. 

Knee bending. 

Knee raising (leg stretching forward). 

Walk and stride positions. 

Hopping. 

A number of these exercises are executed with 
grasp on the stall bars. 

B, EXERCISES OF COORDINATION 

They consist of almost unlimited sequences 
and combinations of arm and leg exercises ; also 

261 



262 PHYSICAL TRAINING 

in apparatus work; especially on the horizontal 
and parallel bars. 

Group II 

A, EXERCISES FOR THE EXTENSION OF THE 
SPINAL COLUMN AND EXPANSION OF THE CHEST 

Exercises of suspension. 

B. EXERCISES FOR THE EXTENSION OF THE 
SPINAL COLUMN AND THE UPPER PART OF THE 
CHEST 

(a) Trunk bending backward. 
(6) Trunk bending backward at stall bars, 
(c) Stretch-grasp; span-bend-standing^ heel rais- 
ing. 

Group III 

BALANCE EXERCISES 

They make the body supple and lead to the 
correct equilibrium without great expenditure 
of strength. Exercises in standing position on 
one leg are essential here. 
I. (a) Leg raising. 

(b) Change of position of the legs. 

(c) Knee raising. 

(d) Knee raising and leg stretching. 

(e) Heel raising and knee bending in the 
normal or any stride-standing position ; all 
of them with or without arm movements. 



CLASSIFICATION 263 

II. Exercises of walking or standing on the bal- 
ance beam; reverse benches, or boom. 

Gkoup IV 

EXERCISES OF POSTURE 

The purpose of these exercises is to accustom and 
train pupils to good posture in standing, walking, 
and sitting, and to overcome all kinds of faulty 
positions during the period of growth either from 
negligence or feeble constitution. The exercises of 
this group are, therefore, of the greatest importance 
and are to be executed with the utmost precision 
and detail. They are to be found in every lesson 
and are chosen from the following subdivisions. 
I. Exercises for the Neck, SlwulderSj and Back : 
The effects of these exercises are : 
Upright position of the head. 
Fixing of the shoulder blades. 
Straightening of the spinal column and widen- 
ing of the chest. 

They give to the muscles of the shoulders and 
back greater strength and endurance, overcome 
and prevent ^^ round-shouldered '^ posture, 
(a) For the neck : 

1. Normal position. 

2. Head (turning) in the normal and other 
positions. 



264 PHYSICAL TRAINING 

3. Maintenance of correct position of head 
in the fall-out position forward and in stoop 
(or prone) standing positions. 
(6) For the shoulders : 

1. Normal position. 

2. All arm positions except ^^ reach.'' 

3. Change of position of the arms from 
side to upward position. 

4. Arm bending from any arm position. 

5. Arm stretching to side and upward. 

6. Arm swinging forward ; upward from 
backward position. 

7. Arm circles forward and backward. 

8. Span-bending, and span-bend-standing, 
(c) For the hack : 

1. Fall-out forward and lay-out back- 
ward. 

2. Stoop (prone) standing in stride, nor- 
mal, walk, or fall-out position forward 
(upright body) followed by trunk bend- 
ing forward. Stoop standing against 
boom. 

3. Trunk bending forward ; downward 
through stoop standing. 

4. Trunk bending forward. 

5. Forward lying on horizontal bar, horse, 
or buck, and lowering the body forward, 
with companion support. 



CLASSIFICATION 265 



Also on 

Parallel bars ' 
Stall bars 
Bench 



Foot grasp on apparatus. 
6. Prone-stand-hanging 



on 



Horizontal bar. 
Parallel bars. 
Climbing poles. 
II. Exercises Jot the Frontal Part of the Body : 
(Especially the abdominal muscles). 

They strengthen the abdominal wall, prevent 
pendulous abdomen as well as '' hump back.'' 
They also have direct effect on the organs, 
which, by a strongly developed wall of muscles, 
are protected against injuries resulting from 
blows and thrusts from the outside. Here we 
name the exercises : 
(a) Fall-out position backward and lay-out 

position forward. 
(6) Knee raising : 

1. As free standing ; 

2. On cHmbing poles, especially in the 
form of climbing ; 

3. On horizontal bar ; 

4. On stall bars. 

(c) Leg raising and leg stretching forward : 

1. As free standing ; 

2. On horizontal bar ; 

3. On stall bars. 



266 PHYSICAL TRAINING 

(d) Knee raising and leg stretching forward: 

1. As free standing; 

2. On horizontal bar; 

3. On stall bars. 

(e) Leaning-rest (stoop fall position) : 

1. As free standing; 

2. On long horse; 

3. On parallel bars; 

4. On stall bars; 

5. On long bench. 

Fall-hang position on horizontal bar and 
boom. Trunk bending backward^ lean- 
ing against boom. 

f Span-bend-standing. 
Stall bars] Span-bending in kneeling 

position. 
Trunk lowering backward. 

1. On side horse, leaning against apparatus 
or in mount position; 

2. On parallel bars; 

3. On stall bars; 

4. On (long) bench. 

III. Exercises for Both Sides of the Body : 

They bring about a symmetrical develop- 
ment of the body and for this they must be 
executed left and right. Besides strengthen- 
ing the inter-costal muscles they have the 
same effect on the lateral abdominal muscles 



CLASSIFICATION 267 

as well as on the long dorsal extensors. The 
following are exercises of this type : 
(a) Lay-out and fall-out positions sideward. 
(6) Leaning-rest positions : 

1. As free standing; 

2. On stall bars; 

3. On (long) bench. 

(c) Side-fall-hang on horizontal bar or beam, 
(rf) Trunk turnings : 

1. As free standing; 

2. On long bench. 

(e) Trunk bending sideward : 

1. As free standing; 

2. With leaning against boom; 

3. On stall bars; 

4. On long bench. ^ 

(/) Trunk lowering sideward : 

1. On the boom (leaning against); 

2. On stall bars. 

Group V 

RESPIRATORY EXERCISES 

The aim of these exercises is the fullest develop- 
ment of the respiratory system. They impel the 
respiratory organs to stronger and more intense 
work ; they regulate too hasty and superficial 
respiration ; they bring about slower and deeper 



268 PHYSICAL TRAINING 

respiration, and thus a more complete exhalation. 
By a false inhalation the abdomen is drawn in, 
while by a correct inhalation the start is at the 
diaphragm and is transferred to the flanks, thence 
to the region of the sternum, ending with the activ- 
ity of the pulmonary parts next to the clavicles. 
The decending diaphragm presses the viscera 
against the abdominal wall ; thus, the inhalation 
is only perfect when the abdominal wall is slightly 
convex. 

The respiratory exercises are of great importance 
when by the preceding exercises a further supply 
of oxygen is necessary, as after running. 

A deep exhalation increases the volume of 
air going out and with it a greater amount of 
carbon dioxide (CO2) and water. That way 
some of the most troublesome elements of ex- 
cretion are being eliminated with greater rapidity, 
and waste matter is being eliminated in greater 
quantities. The accumulation of CO2 is one 
of the chief causes of fatigue, and, if this is 
removed at a more rapid rate, it is evident 
that the period of work can be lengthened pro- 
portionately. 

Through convenient movements which alter- 
nately bring about expansion and contraction 
of the chest, we can gradually deepen the respira- 
tion and maintain a desirable rhythm. 



CLASSIFICATION 269 

Movements : 

Arm raising sideward and lowering. 

Arm raising forward and upward. 

Arm raising sideward and upward. 

Carrying the arms sideward from ^^ reach." 

Arm bending from ^^ reach" and arm stretching. 

Arm circles forward and backward. 

Heel raising and deep knee bending also with 

convenient arm movements. 

Trunk bending backward. 

Trunk bending forward, and stretching. 



SWIMMING 



SWIMMING 1 

1. Arrangements for the instruction in swim- 
ming must be determined by the facihties existing. 

Where there is sufficient depth of water and 
available docks^ swimming platforms can be 
readily erected. These platforms^ which may be 
built in sections so that they can be removed 
after the swimming season, should project not 
less than 4 feet beyond the edge of the dock, and 
the distance from the platform floor to the surface 
of the water should not be less than 30 inches. 
The length of the platform will depend upon the 
available space and the number of pupils to be 
instructed. A space of 4 by 12 feet should be 
allowed for each pupil. 

Uprights of 4 by 4 stuff, projecting 8 feet above 
the platform and carrying a crosspiece sufficiently 
long to project at least a foot beyond the outer 
edge of the platform, should be erected at intervals 
of 12 feet. These uprights, with their crosspieces, 
provide the support for the swimmer and they 
must, therefore, be securely bolted to the face 

Note : This instruction is taken from the Manual of 
Physical Training for the United States Army, 
T 273 



274 PHYSICAL TRAINING 

of the dock and to the sleepers of the platform; 
and the crosspiece, which has a swivel pulley large 
enough to take the swimming rope attached to the 
outer end; must be braced against the upright. 
Ladders leading to the platform from the water 
should be placed where they will not be in the way. 

2. Where it is impracticable to build the plat- 
form described above, the uprights alone will 
answer the purpose of instructing the pupils in 
the stroke, swimming poles being used when the 
pupil is able to propel himself. 

3. The simplest device, in connection with 
giving this instruction from the dock, consists 
in erecting an upright about 42 inches high close 
to the edge of the dock, and using it as a fulcrum 
for the swimming pole, the pupil being suspended 
from a rope attached to the end of the pole. 

4. When no docks are available, platforms along 
the lines described under 1 may be erected in the 
water on piles or, when this is impracticable, 
floats with raised platforms and uprights may be 
substituted. 

5. In the absence of any facilities, but where the 
character of the water and the bottom is such as 
to make it possible, the pupils must be instructed 
to assist one another. This is done by standing 
in water of sufficient depth and holding the one 
to be instructed in the proper position by placing 



ROPES AND BELTS 275 

the left hand under his chin and the right hand 
between his shoulder blades and assuming a posi- 
tion that will not interfere with the swimmer's 
movements. 

Belts 

6. These are 3 inches wide, made of canvas, 
padded on the inside with hair and bound and 
faced with some soft material that will not irritate 
the skin. The length should be great enough to 
bring the ends of the belt to within 4 inches of 
meeting in the back. 

On the outside of the belt three f-inch iron rings 
are securely sewed to it at regular intervals, while 
at each end of the belt there is a larger ring 1 
inch in diameter. 

'«» 
Ropes 

7. A half-inch cotton rope should be used ; 
for beginners 15 feet will be found ample, while 30 
feet should be used for those preparing to qualify. 

Ropes and Belts 

8. The rope should be fastened in the following 
manner : Tie the end of the rope securely to 
the small ring, 1, nearest the larger one, A : pass 
it through the other two small rings, 2 and 3, 
and through the two larger ones, B and A ; then 



276 PHYSICAL TRAINING 

through B, forward, and then halfway between 
A and B, where it is looped and passed under. 
(Plate A.) 

The advantage of this arrangement is its safety, 
the rope cannot become untied ; it is readily 
adjusted ; all that is necessary is to loosen the 
loop and pull the ends of the belt apart ; once it 




is adjusted to the swimmer it remains fixed, there 
is no tightening due to slipping on account of 
the weight thrown upon it. 

Poles 

9. These should be of some tough, but light, 
material, 2 inches in diameter and from 8 to 10 
feet long. At one end a swivel pulley is attached 
through which the swimming rope is run. 

In the absence of projecting swimming plat- 
forms, beginners are suspended from the end of 



BREAST STROKE 277 

these poles resting on the upright fulcrum de- 
scribed under 3, until they have acquired the stroke. 
When they begin to make progress and are pro- 
pelling themselves, the instructor carries the pole 
in his hands with the end projecting far enough 
over the edge of the dock to give the swimmer 
sufficient space to move in without coming in 
contact with the dock. 



Instruction 
the breast stroke 

10. This stroke having for many years been 
found the best adapted for military purposes, has 
been adopted by all armies in which the instruc- 
tion in swimming is made compulsory. 

It is the basis upon which all other methods of 
progression in the water are founded, and those 
who acquire proficiency in its use, develop co- 
ordination to such a degree that they have no 
difficulty whatever in acquiring any other stroke, 
no matter how complicated. 

The character of the movements comprising 
this stroke bring into play such a great variety 
of muscle groups, all in accordance with their 
natural functions and with such an equal dis- 
tribution of effort, that aside from its usefulness 



278 PHYSICAL TRAINING 

this stroke has an incomparable value as an 
agent for all-round development. 

Water Instruction 

11. The belt having been adjusted, which is 
done by slipping it over the head of the pupil and 
securing it well up under his arms, being careful 
not to have it so tight that it will bind his move- 
ments or restrict his respiration, and being careful 
also that the loop of the rope is squarely between 
the shoulder blades, the pupil is prepared to leap 
into the water. This should always be insisted 
upon, since, while it appears drastic, it is most 
efficacious in overcoming the fear of the water so 
common amongst boys who have not learned 
how to swim. 

The pupil, having been cautioned not to gasp 
or open his mouth when he strikes the water and 
not to throw his arms about wildly, but to open 
his eyes and to keep cool, leaps from the platform 
at the command Jump, which is executed with the 
feet striking the water first, legs together and 
extended, trunk erect, and arms at sides. 

After reaching the surface, in which he is 
assisted by the instructor, he will assume the 
following position: 

The body, chest down, is fully extended horizon- 
tally; the head is bent back; the arms, with 



SWIMMING 279 

jBngers extended and closed and thumbs together 
and palms down^ are stretched to the front, hands 
just under the surface ; the legs, with knees 
straight, are closed and extended horizontally 
to the rear ; the heels are together, the feet are 
turned out at an angle of about 60°, and the toes 
are turned up perpendicular to the surface. 
(Fig. 102.) 

In assuming this position care should be taken to 



Fig. 102. 

avoid any tendency toward rigidity; the muscles 
are stretched, not contracted. 

In this position the instructor commands : 
1. Arm Stroke, 2. ONE, 3.. TWO, 4. THREE, 

. At one, the arms fully stretched, palms down, 
are moved sideward horizontally, in a circular 
motion of greatest possible radius until they are 
in a line with the shoulders. 

At tioo, the elbows are flexed until the upper 
arms touch and are parallel to the chest ; the 
forearms, palms still turned down, continue the 
m^otion until the thumbs are brought together 
directly under the chin. 

At three, the arms are stretched forward to the 
original position (Fig. 102). 



280 PHYSICAL TRAINING 

In the beginning a pause should be made in 
every position to insure accuracy ; when that has 
been attained the arm stroke is executed in one 
continuous movement in the following manner : 

At o-n-e (drawn out to indicate the character 
of the movement, which is comparatively slow), 
the arms are brought in line with the shoulders, 
as described before ; the moment that movement 
is about to be completed the command and — • 
two is given, briskl}^ followed by the command 
three. At and — two, the arms are drawn to the 
body and extended forward, in a continuous 
movement ; and at three, the arms pause in the 
first position. 

The cadence indicated here is the regular 
swimming cadence, the first count requiring as 
much time as the others combined. 

The legs may be relaxed while the arms are 
being exercised. 

Proper breathing is always a source of consider- 
able annoyance to beginners, and instructors 
cannot begin too early to teach how and when 
to inhale and to exhale. This should be done 
when the arm stroke is taught and insisted upon 
throughout the instruction until respiration is 
carried on naturallv. The inhalation occurs while 
the arms are being moved outward and sideward, 
and the exhalation follows immediately after their 



SWIMMING 281 

extension. In quiet water this breathing may be 
carried on through the nostrils, but in rough 
water or where there is a tendency to choke 
because of water entering the nostrils, mouth 
breathing must be resorted to. 

When the arm movements are understood and 
accurately performed, the instructor will com- 
mand : 1. Leg Stroke, 2. ONE, 3. TWO, 
4. THREE, 

The arms are held in the forward position 
without constraint. 

At one, the legs and thighs are flexed on the 
body by drawing the knees under it until the 
thighs are slightly beyond the perpendicular and 
the legs horizontal ; the heels remain together, 
the toes turned out and up, but the knees are 
separated, being in line with the feet. 

At two, the legs are quickly and fully extended 
in as wide a straddle as possible with an outward 
and backward motion, the soles of the feet being 
forced against the water. 

At three, the legs remaining fully extended, are 
brought together briskly to the first position. 

As in the arm stroke, a pause should be made 
in each position to insure accurac}^, and when 
that has been accomplished, the leg movement 
should be blended into one continuous motion 
as follows: 



282 PHYSICAL TRAINING 

At one, the legs remain in the first position ; 
and at andj they are drawn up as described abovC; 
the movement being executed quietly and without 
force in order to avoid offering too much resistance 
to the water ; just as the legs reach the prescribed 
position the commands two and three are given 
briskly and in quick succession, indicating that 
the completion of sideward movement is followed 
instantly by the closing of the legs. 

When these movements are thoroughly under- 
stood and correctly carried out, the arm and leg 
movements are combined and executed at the com- 
mand : 1. Stroke, 2. ONE, 3. AND TWO, 
4. THREE, 

At one, the arms begin the sideward movement, 
the legs remaining in the first position. 

At and, the arms are drawn in to the body and 
the knees are brought up (Fig. 103). 

At two, the arms are extended forward and the 
legs sideward (Fig. 104) ; and at three, the legs 
are closed, while the arms remain in the first posi- 
tion (Fig. 102). 

Until the pupil has learned to coordinate and 
to grasp what is required of him, it is advisable 
to pause in each position ; when he has succeeded 
in doing this the stroke is given in the proper 
swimming cadence, the arm movements be- 
ginning at one and ceasing at two and pausing at 



SWIMMING 283 

three ; while the legs remain motionless in the 
first position at one, but begin at and and cease at 
three; a considerable pause should 
be made between strokes. 

It is advisable to impress upon 
beginners that swimming with this 
stroke is not dependent upon ex- 
cessive muscular exertion or rigid- 
ity, but that all extensions of the 
arms and legs are reaches rather than thrusts, and 
that the body must be relaxed as much as possible. 

Since there is no danger of the body sinking 
while it is moving, too much stress can hardly be 





Fig. 104. 

laid upon the importance of the pause between 
strokes, which in the case of even ordinary swim- 
mers should be equal to the length of time it 
takes to complete the stroke, while in powerful 
swimmers this pause is from three to four times 
the duration of each stroke, a husbanding of mus- 
cular energy which makes it possible to swim long 
distances without becoming exhausted. 



284 PHYSICAL TRAINING 

The pupils must also be given to understand the 
legs furnish the entire propelling power in which 
the closing of the legs after the extension is 
equally as valuable as the extension itself. The 
arms^ for ordinary purposes^ are used merely for 
the purpose of buoying up the head, not for the 
purpose of propulsion, and for that reason they 
are held and moved in a position that has the 
advantage of being the most natural, the least 
fatiguing, and that offers the least resistance to the 
water. Thus the entire burden of the effort 
devolves upon those members of the body upon 
which this burden is imposed upon the land, the 
legs, and not upon those members which nature 
never intended for such a purpose, the arms. 
It is due entirely to this natural and equable em- 
ployment of those members that the breast 
stroke is used, without exception almost, by all 
long-distance swimmers when it is a question of 
endurance rather than of speed. For the latter 
purpose the hands may be turned with the palms 
out in the first motion, but this should be re- 
stricted to those who have qualified with the 
regular stroke, and who appreciate the value of 
the leg stroke. 

When the pupil can execute the movements 
faultlessly and without the numbers, he is re- 
leased from further instruction on the stationary 



COMMON FAULTS 285 

line and given instruction on a loose line. The 
belt, being adjusted as before, is attached to a 
line that is held in the hands of the instructor. 
The pupil now begins the stroke at one end of the 
platform and as he forces himself forward the 
instructor advances with him, having the rope 
taut and standing while the pupil is bringing 
his arms around and his knees up, and slightly 
slackening the rope and advancing a step as he 
extends. 

In a short time he will begin to carry his own 
weight ; and, when he has learned to swim from 
30 to 50 strokes, he should be made to swim on 
the arch of a circle whose radius should be con- 
stantly increased until he is able to swim several 
minutes. When he can do this he should be timed 
daily until he is able to swim for ten minutes, when 
he should be excused from further instruction, 
but encouraged to continue practice daily until 
he has gained confidence in himself and learned 
to keep himself afloat by other methods besides 
the breast stroke. 

Common Faults 

12. For the benefit of instructors, the faults 
and bad habits most common with beginners 
are enumerated here: 

The tendency to arch the back in order to raise 



286 PHYSICAL TRAINING 

the head higher above the water than necessary : 
This causes the body to be held in a constraint 
position and the legs to sink, thereby presenting 
a greater resistive surface to the water, causing 
slow and deep swimming. The body must be 
relaxed and if necessary the chin may rest upon the 
surface of the water; this will cause the legs to 
rise. 

Raising the hips while drawing the knees up : 
This causes the head to be thrown forward into 
the water and detracts from the power of the leg 
motions. 

Not flexing the thighs sufficiently, which causes 
the feet to assume a horizontal instead of a per- 
pendicular position, thereby not only decreasing 
the sideward reach of the leg stroke but also the 
power of the backward push with the soles of 
the feet. 

Thrusting the arms forward below the hori- 
zontal, thereby lessening the buoyancy of the head, 
which is dragged downward by this movement. 

Failure to draw the upper arms in close to the 
chin and the hands under the chin, which serves 
to decrease the buoyancy of the upper trunk 
and head. 

Thrusting the legs downward instead of straight 
to the rear, which causes deep swimming and im- 
pedes progress. 



SIDE STROKE 287 

Spreading the fingers and failing to keep the 
thumb close to the first finger^ which detracts 
very decidedly from the buoyance power of the 
arms and hands. 

Not breathing properly, which causes mental 
anxiety ; fatigue, and respiratory difficulties. 

Moving the arms too far to the rear, which 
causes the head to be lowered. 

Disregarding the tempo of the stroke and the 
pause between the strokes, which always results 
in loss of confidence and of the stroke. 

SIDE STROKE 

13. Those who have acquired proficiency in 
the breast stroke will, as has been stated before. 



Fig. 105. 

have no difficulty in mastering any other method, 
by dint of a little practice and perseverance, 
regular instruction being unnecessary. 

The side stroke is readily learned ; and, since 
it can be carried out on either side, it has many 
advantages over the one-sided methods. 

The swimmer lies upon his side, preferably the 
right, the head, face turned upward, resting in the 
water ; the body and legs extended without con- 



288 



PHYSICAL TRAINING 



straint and the right arm stretched straiglit out 
under the head on prolongation of the body ; the 

left arm stretched down- 
ward over the left thigh 
with the hand just in 
rear of the body ; palms 
of both hands down (Fig. 
105). 

From this position the left forearm is brought 
up across the chest until the hand^ palm down, 
is close to the chin ; the right arm in the mean- 
while is pressed downward about 45°, when the 




Fig. 106. 




Fig. 107. 

elbow is bent and drawn back under the chest 
until the hand, palm down, is as close as possible 
to the right shoulder. While the arms are exe- 
cuting these movements, the knees are drawn up 
precisely as they are in the breast stroke (Fig. 106). 
From this position the legs are extended and 
closed as in the breast stroke, except that they 
are not so far apart, and the arms are extended 
(Fig. 107), the right straight out under the head 



BACK STROKE 



289 



to its original position and the left arm forward 

and then backward in as large a circular sweep 

as possible until it, too, reaches its original 

position (Fig. 105). 

After pausing, the 

length of the pause 

depending upon the 

carrying quality of the 

stroke, the movement 

is repeated. 

Variety may be given this stroke by the in- 
troduction of the '^ scissors kick/^ the upper leg 
being extended straight out to the front and the 




Fig. 108. 




Fig. 109. 



under leg to the rear, the legs being brought to the 
first position from there (Figs. 108 and 109). 



BACK STROKE 



14. As the body displaces more water when 
lying on the back than it does in any other posi- 



u 



290 PHYSICAL TRAINIXG 

tion, thus increasing its buoyancy^ swimming 
with the back stroke is the most easily acquired 
of any stroke. Its greatest value lies in the fact 
that it affords an exhausted swimmer a chance 
to rest. 

1. With Legs 

The swimmer extends himself in the water, 
face upward; body and legs extended without 
constraint ; the head submerged to the ears and 
the arms lying close to the sides, palms down. In 
this position he executes the leg movements of 
the breast stroke, except that the knees are not 
drawm up as high and are separated more. Care 
should be taken not to move the hips while the 
knees are being drawn up and extended, because 
any motion of the hips will cause the head to be 
submerged. 

2. With Legs and Arms 

The position is the same as above. A^Tien the 
knees are being drawn up, the elbows are bent 
and raised until the upper arms are in line with 
the shoulders, and the hands, palms down, are 
close to the chest, as the knees are being extended 
and the legs closed, the arms are flung out side- 
ward and brought down to the sides in a whip- 
like movement, the palms turned in. 



FLOATING 291 

3. With Legs and Overhead Arm Stroke 

In this stroke the arms are raised forward and 
overhead, out of the water ; and as they enter the 
water beyond the head they are brought to the 
sides of the body with a strong horizontal move- 
ment, arms extended and palms down. The 
knees are drawn up just as the arms enter the 
water, and they are extended and closed while 
the arms are being brought to the sides. 

TREADING WATER 

15. The body is held in a perpendicular posi- 
tion and the knees are drawn up and extended 
downward alternately in quick succession, the 
hands assisting by pressing the water downward. 

Treading water may also be done by executing 
the leg motions of the brea^ stroke in a modified 
form in quick succession. These movements 
should be practiced until the swimmer is able to 
raise his hands out of the water. 

FLOATING 

16. Floating is essential because it affords the 
swimmer the most complete rest in the water, 
thus giving him an opportunity to repair his 
strength. 

In fresh water this means of sustaining the body 



292 



PHYSICAL TRAINING 



is possible only in exceptional cases ; in salt water, 
however^ the inability to float is the exception. 

The swimmer lies in the water horizontally, 
face up, exerting himself just enough to keep his 
body, arms, and legs fully but not rigidly extended. 
The whole body, except the face and mouth, 

should be submerged. The 
legs may be kept closed or 
separated ; the arms should 
be held away from the 
body, hands in the plane 
of the waist with the palms 
down ; the lungs should be 
inflated and by short exhala- 
tions and proportionately 
longer inhalation^ carried on 
through the mouth, they 
should be kept so as much 
as possible. 

When difficulty is encountered in floating^ a 
slight sculling movement of the hands, from 
the wrist, will often suffice to keep the body 
afloat. 

If the legs should sink, they may be held 
flexed at the knees until they are at right angles 
to the thighs ; or the body may be '^ dished ^^ 
slightly ; that is, bent slightly forward at the 
waist. 




Fig. 110. 



SWIMMING 



293 



DIVING 



17. This may be divided into the ordinary dive, 
in which the body enters the water at an angle of 




Fig. 111. 



45^ ; the perpendicular, or deep dive ; and the 
shallow dive, in which the body enters the water 
at an angle of about 30° (Figs. 
110, 111, and 112). 

In preparing to dive the swim- 
mer stands with his toes project- 
ing beyond the edge of the 
platform and his arms stretched 
sideward. As he springs off, the 
arms are swung forward over- 
head, palms together ; the head 
is thrown forward between the 
arms and the legs are swung up 
until the body assumes the 
desired angle. Arms and legs 
must be extended and closed, feet depressed. 
The moment the body enters the water the eyes 
are opened, the arms and head pressed back, and 




Fig. 112. 



294 PHYSICAL TRAINING 

the legs relaxed ; this will cause the body to rise 
to the surface. 

GENERAL HINTS 

1. Swimming should not be indulged in imme- 
diately before or after meals^ the best time being an 
hour before or from two to three hours after meals. 

2. The water should not be entered when the 
body is over-heated or wet with perspiration ; 
cramps or other more serious discomforts are 
likely to result. 

3. The body should be dried thoroughly and 
the water should be entered by plunging in head 
foremost; if practicable, or by leaping. 

4. Pupils should be cautioned not to stand in 
the water to cool off, as doing so has an enervating 
effect. 

5. While in the water the body should be kept 
in motion ; standing about after swimming is 
liable to cause chills. 

6. When through swimming, the water should 
be quitted at once and the body dried and dressed 
promptly. 

7. During instructions only those that are em- 
ployed should leave the dressing rooms ; when it is 
necessary to have more pupils than can be employed 
on the platform, those not employed should be made 
to wear blouses or other covering for the body. 



GENERAL HINTS 295 

8. When attacked by cramps the pupils 
should be instructed not to lose presence of mind; 
but to kick out more vigorously than ever if a 
leg is affected ; if an arm, they should turn over 
on the back and swim with the leg stroke, in the 
meantime rubbing the affected arm vigorously. 

9. The undertaking of hazardous ventures 
for the sake of display, should meet the un- 
qualified condemnation of those in charge of this 
instruction, since many fatalities are directly 
traceable to such foolhardiness. 

10. Lack of confidence is never overcome by 
drastic measures or ridicule ; gentleness and 
perseverance will be found much more effica- 
cious. Fearsomeness while in the water is usually 
not due to cowardhness but lack of confidence or 
to an inherent fear over which many who do 
not lack bravery in other things have no control. 

11. Going to the assistance of a drowning 
person is at best a very precarious undertaking 
and should, therefore, be limited to those who are 
cool-headed and strong swimmers. 

12. In approaching a person in danger extreme 
caution should be exercised lest he grab his would- 
be rescuer. The approach should be from the 
left and rear, leaving the right arm of the rescuer 
free for defensive purposes in case lie should be 
clutched. The helpless man's upper arms should 



296 PHYSICAL TRAINING 

be firmly gripped and he should be pulled over 
on his back, the rescuer, too, turning on his back 
and towing the other in by using the backstroke. 
The pupils should be instructed in this method, 
using each other as subjects. 

13. In an extremity, when a rescuer finds his 
life is being endangered, he should not hesitate 
to resort to extreme measures of self-defense, such 
as striking with the fist between the eyes, choking, 
or submerging the head of him to whose rescue 
he has gone. Restoration to consciousness is 
readily accomplished, if unconsciousness has re- 
sulted from this treatment, once land has been 
reached. 

RESTORATION OF THOSE APPARENTLY DEAD 
FROM DROWNING 

As soon as the body has been recovered, re- 
suscitation should, if the weather is not inclement, 
be attempted on the spot. 

1. Remove all the clothing from the patient^s 
chest. 

2. Place him on the ground, face down, and 
grasp him under the abdomen and raise him 
up. This will give the water he swallowed 
an opportunity to escape and free the air 
passages. 

3. Turn the patient over ; and, with a hand- 



EMERGENCY 297 

kerchief wrapped around the first finger^ 
clean the mouth and nostrils. 
Draw out the tongue and hold it in that posi- 
tion by an elastic band; string, tape, or a 
strip of cloth torn from a handkerchief ; or 
have an assistant hold it with his fingers 
wrapped in a handkerchief or cloth. 
Use the following method of artificial res- 
piration, which is known as the Sylvester 
method : 

Place the patient on his back and lay a roll 
of clothing, coat, or other garment under his 
shoulders. This roll of clothing must be 
large enough to raise the shoulders and throw 
the head slightly to the rear. 
Kneel at his head and grasp his arms, one 
in each hand, with fingers out and thumb 
in, just below the elbows, and draw the arms 
outward, away from the chest, till they meet 
overhead. This movement imitates inspira- 
tion. The arms are then turned down and 
forcibly pressed against the chest for a 
moment. This movement imitates expiration. 
Continue these movements perseveringly at 
the rate of about 15 times per minute until 
signs of natural respiration are perceived. 
While those movements are going on, the 
clothing remaining on the patient should be 



298 PHYSICAL TRAINING 

removed by an assistant, without interfering 
with the artifical respiration^ however. When 
the body is stripped it should be dried and 
covered with such clothing as may be avail- 
able. 

8. An attempt to produce natural respiration 
by exciting the respiratory nerves may also 
be made by holding ammonia to the nostrils, 
by slapping the chest alternately with cloths 
WTung out in hot and cold water, or by tick- 
ling the nostrils with a feather. 

9. When breathing has been restored, the limbs 
of the patient should be rubbed upward, 
toward the heart, vigorously in order to re- 
store the circulation. The rubbing should be 
done under the covering as much as possible ; 
and, in order to restore the warmth of the 
body, extra covering, hot flannels, bricks, or 
bottles should be applied. 

10. To stimulate the vital organs, small doses of 
aromatic spirits of ammonia should be given. 



Printed in the United States of America. 



